THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 

Gift  of 
Dr.  Roy  Van  Y.'art 


THE  MULLER-WALLE  METHOD 


OF 


LIP- READING /or  THE  DEAF 


(BRUHN  LIP-READING  SYSTEM) 


By  MARTHA    E.  ^BRUHN 

PRINCIPAL  OF  THE  MULLER  -WALLE 
SCHOOL  OF  LIP-READING  AND  THE 
MULLER-WALLE  TRAINING  SCHOOL 
FOR  TEACHERS,  IN  BOSTON,  MASS. 


SECOND    EDITION 


SEPTEMBER,    1916 


1915 

PRESS  OF  THOS.   P.   NICHOLS   &   SON  CO. 
LYNN,    MASS. 


Copyright,  1915 

BY  MARTHA  E.  BRUHN 

BOSTON,  MASS. 


Biwnedieal 
Library 

wv 


CONTENTS 


PART     ONE 
CHAPTER  I 

PAGE 

Origin  of  the  Instruction  of  Lip-reading 1 

Methods  Employed 2 

CHAPTER  II 

1.  Lip  Movements  the  Basis  of  the  Miiller-Walle 
Method .    .    .       5 

2.  Useful  Hints  for  the  Pupil      8 

CHAPTER  III 

How  to  Practice  the  Exercise    .  11 


PART    TWO 

LESSON 

I  —  Class  I  of  consonants:     f,  v,  s,  z,  soft  c,  m,  b,  p, 

long  vowels:  a,  a,  e,  5,  oo,  and  w,  wh,  sh  and  th       13 

II  —  Diphthongs  ou,  i,  <>i 19 

i  A  (iii) 


6031 88 


iv  TABLE  OF  CONTENTS 

LESSON  PAGE 

III  —  Class  II  of  consonants;  k,  hard  g,  hard  c,  d,  t,  h, 

1,  n,  r  .    .,.•'••   v.   V%V' 23 

IV  —  Vowel  sounds  er,  ir,  iir 28 

V  —  h  before  a  vowel 35 

VI  —  r  before  a  vowel 43 

VII  —  r  after  a  vowel 50 

VIII  —  r  after  £,  b,  p  and  th 56 

IX  —  r  after  c  and  g 63 

X  —  1  after  f,  s,  b  (p)  at  the  beginning  of  a  word      ....      70 

XI  —  1  after  c  and  g  at  the  beginning  of  a  word 77 

XII  —  n  before  a  vowel 83 

XIII  —  Short  vowels,  &,  6,  I,  ii,  e 92 

XIV  —  Long  vowels  and  diphthongs  followed  by  n     ....     99 

XV  —  t  or  ed  at  the  end  of  a  word  after  consonants  of 

Class  I 106 

XVI  —  t  or  ed  at  the  end  of  a  word  after  consonants  of 

Class  II 115 

XVII  — d  (or  t),  k,  and  g  after  n,  preceded  by  a  vowel  .    .    124 

XVIII  —  s  at  the  end  of  a  word  after  consonants  of  Class  I     131 

XIX  —  s  at  the  end  of  a  word  after  consonants  of  Class  II   .    138 

XX  —  d  and  t  before  a  vowel      146 

XXI  —  dr  and  tr  before  a  vowel      153 

XXII  —  sh,  ch,  j  and  soft  g  before  a  vowel 159 

XXIII  —  sp  (or  am),  spr,  st  (or  sn),  str  (or  scr),  sw, 

and  si  before  a  vowel 167 

XXIV  — q   .  .    175 


TABLE  OF  CONTENTS  v 

LESSON  PAGE 

XXV  —  1  before  a  vowel 183 

XXVI  —  1  at  the  end  of  a  word 189 

XXVII  —  &e,  d£e,  and  tch  after  a  short  vowel 195 

XXVIII  —  ch  and  £e  after  long  vowels 201 

XXIX  —  k  (or  ck)  after  short  vowels 206 

XXX  —  k  (or  ke)  after  long  vowels  and  diphthongs  .    .    .    .212 


PART    THREE 


Advanced  exercises  on  initial  and  final  syllables 221 


PREFACE 


A  I  AHIS  book  consists  of  a  series  of  thirty  lessons,  including  exer- 
cises, sentence  practice  and  story  studies  in  exercise  form, 
and  is  intended  for  the  use  of  those  who  have  become  deaf  after 
having  acquired  a  full  knowledge  of  speech,  as  well  as  for  use  in 
schools  for  deaf  children.  This  includes  high  school  and  college 
students  whose  hearing  has  become  impaired  before  their  educa- 
tion has  been  completed;  adults  whose  hearing  is  more  or  less 
defective;  and  children  in  the  elementary  schools  for  the  deaf 
who  have  previously  received  a  certain  amount  of  instruction  in 
speech-reading. 

The  following  are  a  few  suggestions  for  the  teacher:  — 


FIRST 

This  book  is  intended  for  both  teacher  and  pupil,  to  be 
used  as  a  text-book  in  learning  the  principal  movements  in  each 
group  of  sounds,  and  as  a  guide  book  for  self-instruction  at  home. 

It  is  not  a  book  of  instruction  showing  how  lip-reading  should 

be  taught,  as  the  difficulty,  or  rather,  the  impossibility  of  such 

(vii) 


viii  PREFACE 

a  task  is  very  evident,  since  movement,  the  very  foundation  of 
speech,  cannot  be  described  in  words  or  pictures,  but  must  be 
shown  to  the  student  by  an  able  teacher  who  is  well  acquainted 
with  the  physiology  of  speech. 

It  is  comparatively  easy  to  describe  the  position  of  each  indi- 
vidual organ  of  speech  when  a  single  sound  is  produced;  a  little 
more  difficult  to  describe  the  transition  from  one  position  to 
another;  but  it  is  well-nigh  impossible  through  mere  description 
to  present  the  mingling  of  a  series  of  incessant  outward,  inward, 
downward,  forward  and  backward  movements,  all  united  for  the 
time  into  one  great  whole. 

Such  processes  can  never  be  accurately  described,  they  must 
be  shown,  —  acted  out,  so  to  speak.  Therefore,  the  method  of 
conducting  the  rapid  syllable  drills  that  should  accompany  each 
lesson  can  only  be  shown  by  the  trained  teacher  and  is  here 
omitted.  Incorrect  use  of  such  drills  does  more  harm  than  good. 

Let  the  pupil  fix  the  principal  movements  of  each  group  in  his 
mind  by  constant  repetition  of  the  mirror  exercises  given  in  each 
lesson. 


SECOND 

The  sentences  under  B  in  each  lesson  are  to  be  used  for 
home  practice.  They  should  never  be  practiced  with  the  mirror. 
Teachers  should  urge  pupils  to  interest  one  or  more  members  of 
the  family  or  some  friends  to  repeat  the  sentences  to  them.  The 


PREFACE  ix 

more  lips  the  student  has  to  read  the  better.     Encourage  pupils  to 
practice  among  themselves. 

THIRD 

Do  not  have  the  pupils  commit  rules  to  memory.  For 
example,  "fa — lower  lip  against  upper  teeth  and  downward 
movement  of  jaw."  It  should  be  recognized  as  such,  but 
it  is  not  necessary  to  test  the  pupil's  knowledge  by  ask- 
ing him  to  define  the  movements.  The  rapid  comprehen- 
sion of  such  movements  does  not  depend  so  much  upon  any 
actual  knowledge  as  upon  skill  and  ability.  This  ability  is 
attained,  not  through  long  conscientious  memorizing  of  difficult 
rules,  but  by  the  application  of  the  fundamentals  of  those  rules 
by  continuous  practice  under  proper  guidance. 

This  proper  guidance  in  the  art  of  lip-reading  is  much  the  same 
as  in  athletics.  The  athlete  and  the  lip-reader  acquire  most 
of  their  knowledge  by  observing  and  imitating  the  movements  of 
their  teachers  and  those  about  them. 


BOSTON,  MASS.,  June,  1915. 


ONE 


CHAPTER  I 

ORIGIN  or  THE  INSTRUCTION  OF  LIP-READING. 

THE  art  of  lip-reading  is  not  new.  Many  hundred  years 
ago  the  attempt  was  made  to  teach  speech  to  the  con- 
genitally  deaf,  and  also  the  art  of  reading  speech  from  the 
lips.  The  credit  of  the  first  successful  teaching  belongs  to  the 
Spanish  Benedictine  Monk,  Pietro  Ponce,  who  died  in  1588. 

Almost  contemporaneously  there  appeared  in  other  countries 
similar  attempts  which  were  more  or  less  successful.  In  England, 
it  was  the  famous  and  learned  Bishop  Wallis,  and  in  Holland, 
the  Swiss  physician,  Ammann,  who  first  introduced  the  oral 
method  into  these  countries.  But,  unfortunately,  the  results 
were  meagre  owing  to  the  lack  of  good  institutions. 

The  method  became  somewhat  better  known  when  a  German 
named  Samuel  Heinecke,  a  teacher  in  Eppendorf,  near  Hamburg, 
opened  a  school  in  Leipzig  in  1787.  But  he  so  closely  guarded 
the  method  as  a  secret,  that  his  work  was  retarded  in  its  progress 
after  his  death.  In  France,  on  the  other  hand,  the  Abb6  de 
1'Epee  introduced  an  oral  method  and  sign  language  which  is 
still  in  use  there  and  which  spread  into  Germany  as  well  as  into 
other  countries.  However,  the  work  begun  by  Heinecke  also 
progressed.  The  advantages  of  the  German  method  were  recog- 
nized more  and  more,  and  finally  this  was  the  method  used  not 
only  in  Germany  but  also  in  other  countries. 

And  now,  year  after  year,  thousands  of  pupils  leave  such 
schools  equipped  with  the  blessings  of  the  oral  method,  and  with 
the  art  of  reading  speech  from  the  lips,  which  formerly  seemed 
out  of  the  question  for  children  who  were  born  deaf. 

(1) 


2  THE  MULLER-WALLE  METHOD 

METHODS    EMPLOYED    TO    TEACH    DEAP    CHILDREN    AS    APPLIED    TO 
THE   HARD-OF-HEARING 

The  good  results  obtained  from  the  teaching  of  lip-reading 
to  congenitally  deaf  children  led  to  the  question  whether  this 
method  could  not  also  be  employed  in  teaching  those  who  have 
become  deaf  in  adult  life.  For,  unquestionably,  this  ability  to 
read  from  the  lips  would  be  of  inestimable  value  to  them.  The 
expectations  of  attaining  still  better  results  in  this  direction  were 
so  natural  that  it  seemed  as  if  the  possibility  could  not  be  denied 
or  even  doubted. 

Yet  there  was  a  wide-spread  opinion  that  only  those  born  deaf 
could  really  learn  to  read  from  the  lips,  a  feat  which  they  accom- 
plished through  some  supposed  special  gift  like  the  so-called 
tactile  sense  of  the  blind. 

Strange  to  say,  this  opinion  was  held  not  only  by  the  sufferers 
themselves,  but  even  now  and  then  by  the  teachers  of  the  deaf, 
that  children  who  were  born  deaf  or  who  lost  their  hearing  at  a 
very  early  age  are  often  the  quickest  learners  in  the  art.  Such 
children  surely  cannot  be  said  to  have  any  mysterious  gift,  for 
the  supposition  that  Nature  provides  such  a  special  power  at  any 
moment  when  it  may  be  needed,  will  not  occur  to  any  sensible 
person.  Therefore,  it  only  remains  to  grant  that  here  is  no 
question  of  a  gift,  but  of  a  power  attained. 

When  the  pupils  see  small  and  insignificant  movements  in  the 
mouths  of  the  speaker  with  an  amazing  rapidity  and  accuracy, 
it  is  only  the  result  of  continuous  practice.  Every  teacher  of 
the  deaf  should  know  this,  since  it  is  he  who,  with  great  care  and 
patience,  must  cultivate  the  habit.  It  is  only  in  this  way  that 
the  child  can  attain  its  ability  to  read  the  lips;  namely,  by  con- 
tinuous practice. 

The  physician,  the  naturalist,  and  the  astronomer  all  see  much 
which  escapes  the  notice  of  an  ordinary  man,  even  though  he 
looks  carefully.  This  is  not  because  the  sight  of  the  scientist 
is  naturally  keener,  but  because  his  eyes  are  differently  trained 
and  accustomed  to  note  points  necessary  to  his  vocation.  This 
is  only  an  illustration  of  the  value  of  the  trained  eye. 

Is  the  eye  of  the  scientist  trained  from  childhood?  Generally 
it  is  not.  The  special  training  usually  begins  in  early  manhood 


LIP-READING  FOR  THE  DEAF  3 

and  often  the  efforts  of  childhood  have  not  been  at  all  in  pro- 
portion to  the  wonderful  ability  of  later  life. 

Notwithstanding  these  well-known  facts,  many  people  con- 
tinued to  discourage  adults  from  attempts  to  learn  lip-reading, 
and  reiterated  the  opinion  that  a  superior  talent  for  the  art  must 
exist  in  the  congenitally  deaf.  They  did  not  deny  that  a  well- 
educated  adult  far  surpassed  a  child  in  will-power,  in  power  of 
apprehension  and  perseverance.  But  they  founded  their  opinion 
on  experience.  The  experience  of  years,  they  said,  had  proved 
that  adults  do  not  succeed  in  mastering  the  art. 

Another  reason,  they  said,  why  the  hard-of-hearing  cannot 
learn  so  rapidly  is  that  they  are  distracted  by  the  sounds  which 
they  still  hear.  Or,  they  maintained  that  the  remaining  hearing 
power  is  impaired  by  acquiring  the  ability  of  speech-reading. 
This,  however,  is  not  the  case.  On  the  contrary,  the  great  strain 
of  trying  to  hear  is  removed.  It  will  be  found  a  great  help. 
Both  eyes  and  ears  are  used  and  then,  later,  in  case  of  increasing 
deafness  or  total  loss  of  hearing,  the  eye  in  the  meantime  will 
have  become  so  trained  as  to  be  able  to  do  the  work  alone. 

If  we  inquire  of  intelligent  people  who  have  had  private  instruc- 
tions from  teachers  of  the  born  deaf  what  they  have  learned,  the 
reply  will  be  that  with  perseverance  and  diligence  they  can  read 
the  lips  of  the  teacher  very  readily,  also  of  those  who  speak  slowly 
and  articulate  carefully.  But  the  fact  is,  that  at  home  and  in 
general  conversation,  the  pupil  will  not  find  words  articulated 
as  his  teacher  articulates  them  and  therefore  will  not  be  able  to 
follow  rapid  conversation. 

And  this  leads  to  the  point  that  we  wish  to  emphasize,  namely: 
that  the  method  applied  to  children  is  not  adapted  to  the  needs  of 
those  who  lose  their  hearing  in  later  life.  Such  persons  do  not  need 
to  learn  to  speak.  It  is  not  necessary  for  them  to  know  the  positions 
of  the  various  organs  of  speech  in  the  mouth.  For  them,  the  exter- 
nally visible  characteristics  are  the  essential  points.  For,  in  natural 
conversation,  when  movements  are  not  exaggerated,  these  external 
characteristics  alone  are  visible.  Moreover,  the  hard-of-hearing 
adult  is  able  to  grasp  the  meaning  of  a  sentence  as  a  whole  without 
a  slow  pronunciation  of  each  word.  He  has  a  much  higher  aim  in 
view  in  his  wish  to  follow  all  conversation  in  which  he  was  accus- 
tomed to  take  part  before  becoming  deaf. 


4  THE  MULLER-WALLE  METHOD 

Mr.  Julius  Miiller-Walle,  a  former  teacher  of  the  deaf  in  Ham- 
burg, after  years  of  careful  study,  developed  a  system  differ- 
ing in  the  above-mentioned  particulars  from  the  customary 
methods  and  especially  suited  to  those  who  have  become  deaf  in 
adult  life.  His  success  in  teaching  speaks  for  the  correctness  of 
his  theory.  A  word  about  the  method  itself  may  prove  of  interest. 


CHAPTER  II 

1.      LIP   MOVEMENTS   THE   BASIS    OF    THIS    METHOD 

It  has  been  shown  in  the  preceding  chapter  that  the  basis  of 
the  method  employed  in  teaching  speech  to  deaf  children  is  the 
varying  positions  of  the  organs  of  speech.  The  teacher  must 
show  these  plainly,  it  being  necessary  for  the  pupil  to  have  a 
clear  picture  of  each  position.  The  knowledge  of  these  various 
positions  is  the  basis  of  his  skill  in  lip-reading.  Each  word  made 
up  of  three  or  more  sounds  means  to  him  a  succession  of  the 
same  number  of  positions.  Each  must  be  distinctly  visible 
and  they  must  not  follow  each  other  too  rapidly.  Now  in  gen- 
eral conversation,  the  main  thing  is  movement,  a  continuous 
passing  from  one  sound  to  another.  Therefore,  in  order  to  read 
general  conversation  from  the  lips,  we  must  learn  to  combine 
visible  characteristics,  that  is,  we  must  learn  to  follow  movements, 
rather  than  positions. 

On  careful  study,  lip  movements,  apparently  simple,  show 
many  characteristics  which  help  to  differentiate  them.  These 
may  be  tabulated  as  follows: 

(a)  DIRECTION: 

Upward,  Downward,  Backward,  Forward. 

(b)  TIME: 

Quick,  Moderate,  Slow. 

(c)  MEASURE: 

Large,  Small. 

(d)  DURATION: 

Long,  Short. 

(e)  RHYTHM: 

Even,  Forced,  Short,  Quick,  Glide. 

(f)  CLASSIFICATION: 

Single,  In  Groups. 

(5) 


6  THE  MULLER-WALLE  METHOD 

Words  do  not  consist  of  individually  spoken  sounds,  but  of 
closely  connected  sounds.  The  passing  from  one  sound  to  another 
demands  another  special  movement  which  we  may  call  inter- 
movement,  just  as  in  painting  we  speak  of  shades  when  one  color 
gradually  blends  into  another  without  showing  where  the  former 
ends  and  the  latter  begins.  The  more  the  two  sounds  which  are  to 
be  connected  differ  in  direction,  the  plainer  this  inter-movement 
will  naturally  appear.  This  is  very  perceptible,  for  example,  in 
the  sentence,  "You_eat  the  apple",  where  the  largest  forward 
movement  is  combined  with  the  largest  backward  movement. 
In  the  sentence,  "You  may~eat  the  apple",  the  inter-movement 
is  not  so  plain.  But  whether  perceptible  or  not,  these  inter- 
movements,  not  belonging  to  the  real  sounds  are  always  given. 
Aside  from  the  fact  that  they  are  too  manifold,  they  cannot  be 
given  alone,  and,  therefore,  in  order  that  the  pupil  may  learn  to 
distinguish  them  from  the  sounds  themselves,  he  must  be  shown 
each  sound  in  ever-changing  connections.  Furthermore,  a  sound 
when  pronounced  alone  has  a  different  movement,  often  the 
opposite  movement  from  that  when  pronounced  in  connection 
with  other  sounds.  For  example,  if  I  say,  "She  may^owe  me 
the  money,"  we  have  a  forward  movement  for  "o";  but  if  I  say, 
"You^,owe  me  the  money,"  we  have  a  backward  movement  for 
"o."  In  reading  the  lips  it  is  not  a  question  of  reading  a  single 
sound  when  pronounced  alone,  but  a  group  of  sounds.  The 
teaching  of  the  movements  of  these  combinations  is  the  basis  of 
the  Muller-Walle  Method.  The  practicing  of  systematically 
arranged  syllables  with  a  trained  teacher  may  be  compared  to 
the  practicing  of  scales  and  exercises  on  the  piano.  Without 
this  drill,  the  eye  will  never  become  sufficiently  trained  to  dis- 
tinguish and  recognize  the  different  movements  necessary  to 
follow  long  sentences. 

But  the  most  perfect  skill  in  recognizing  all  the  syllables  would 
not  be  sufficient  to  qualify  the  eye  to  grasp  quickly  the  whole 
picture  of  a  fluently  spoken  sentence.  For  even  in  a  dearly 
enunciated  sentence,  much  less  in  a  carelessly  uttered  one  where 
many  syllables  are  mispronounced  or  even  left  out,  the  eye  is 
not  able  to  recognize  each  individual  syllable.  Moreover,  the 
position,  accent  and  relation  to  other  syllables  change  the  inter- 
movements  of  each  sound. 


LIP-READING  FOR  THE  DEAF  7 

Although  these  movements  follow  one  another  so  rapidly,  the 
eye  can  be  trained  to  distinguish  them  as  rapidly  as  it  distin- 
guishes the  different  colors  and  forms  of  a  complicated  design. 
It  will  soon  through  practice  and  habit,  attain  the  ability  to 
grasp  several  and  finally  many  familiar  movements  at  once, 
even  though  they  follow  one  another  rapidly  and  appear  as  one 
united  group.  It  then  no  longer  sees  single  sounds,  but  words 
and  sentences  as  a  whole,  somewhat  as  the  eye  of  the  reader 
takes  in  at  a  glance  a  sentence  of  fifty  or  more  letters.  It  is  the 
whole  picture  which  is  impressed  upon  the  brain.  Therefore,  we 
find  the  same  explanation  for  the  wonderful  ability  in  reading 
the  lips  as  in  reading  type.  The  eye  is  trained  through  practice 
to  grasp  the  whole  meaning. 

It  would  seem  at  first  as  though  the  reading  of  a  sentence  from 
the  lips  were  the  more  difficult,  as  there  is  no  visible  space  be- 
tween the  words.  But  in  lip-reading,  we  have  the  accented 
syllables  which  help,  inasmuch  as  these  are  somewhat  prolonged 
and  more  emphasized.  Every  word  of  one  syllable  is  either 
accented  or  unaccented.  Every  longer  one  is  made  up  of  both 
accented  and  unaccented  syllables,  and  every  sentence  has  one 
or  more  words  upon  which  the  stress  falls. 

This  changing  from  short  to  long,  tarrying  upon  one  certain 
syllable  and  hurrying  over  another,  gives  what  we  call  the  rhythm 
of  speech,  just  as  we  speak  of  the  rhythm  of  a  melody.  If  we 
watch  the  bow  of  a  violinist  glide  over  the  strings,  even  without 
hearing  the  tones,  we  recognize  the  rhythm  of  the  melody  by  the 
number,  length  and  speed  of  the  movements  of  the  bow. 
Similarly,  in  reading  the  lips  the  change  in  number,  length  and 
speed  of  movements  animates  and  characterizes  the  sentence 
and  helps  in  its  interpretation. 

To  become  proficient  in  the  art  requires  patience  and  perse- 
verance. But  the  time  necessary  is  short  in  comparison  to  that 
spent  on  music  or  a  language.  The  best  rule  to  observe,  after 
the  necessary  foundation  is  laid  in  a  course  of  methodical  instruc- 
tion, is  to  use  every  opportunity  for  conversation.  Of  course, 
there  will  be  difficulties  to  overcome  at  first.  But  the  aim  we 
are  striving  for  is  well  worth  the  effort.  Only  those  who  have 
been  cut  off  by  deafness  from  free  communication  with  others 
can  realize  what  it  means  to  be  able  once  more  to  take  part  in 
general  conversation. 


8  THE  MULLER-WALLE  METHOD 

2.      USEFUL  HINTS   FOR   THE   PUPIL 

The  Position 

It  is  a  matter  of  importance,  especially  during  the  first  les- 
sons, for  the  teacher  to  be  in  the  correct  position  in  regard  to  the 
pupil.  The  forward  and  backward  movements  of  the  lips,  and 
the  muscles  of  the  cheeks  and  their  speed  can  be  more  readily 
distinguished  when  seen  in  profile.  In  sitting  directly  opposite 
the  speaker,  we  see  a  surface;  in  the  profile,  we  see  the  outlines 
of  the  face,  and  lines  are  sharper.  Therefore,  it  is  well  for  the 
teacher  to  begin  by  showing  the  movements  in  the  profile,  first 
one  side,  then  the  other.  Later  he  should  change  his  position 
by  standing  up  and  moving  about  in  the  room  as  far  from  the 
pupil  as  the  latter's  eyesight  will  permit. 

The  Light 

It  hardly  seems  necessary  to  say  that  the  speaker  should  be 
in  a  position  to  allow  the  light  to  fall  on  his  face.  It  is  best  for 
the  pupil  to  sit  with  his  back  toward  the  light.  The  earlier  a 
lip-reader  learns  to  choose  a  favorable  position  when  trying  to 
follow  general  conversation,  the  easier  the  task  will  be. 

The  Practice  in  General  Conversation 

It  has  already  been  mentioned  that  a  pupil  must  make  use  of 
every  opportunity  of  applying  in  general  conversation  what  he 
has  been  taught.  He  will  find  that  one  of  the  greatest  difficulties 
is  to  follow  a  conversation  when  the  subject  is  not  known.  There- 
fore, a  pupil  who  desires  to  profit  by  practicing  should,  by  asking 
a  question  or  by  introducing  a  subject  himself,  open  the  con- 
versation. By  directing  the  thought  to  the  subject,  the  eye 
will  be  greatly  aided  in  following  the  movements. 

Expression 

Children  are  taught  to  look  at  the  person  whom  they  address. 
Yet  many  deaf  persons,  especially  those  who  can  understand 
only  when  words  are  spoken  directly  into  the  ear,  form  a  habit  of 
turning  their  heads  to  one  side  and  lowering  their  eyes.  In  so 
doing,  they  are  unable  to  watch  the  speaker's  face  and  cannot 


LIP-READING  FOR  THE  DEAF  9 

notice  the  changes  of  expression  which  constantly  pass  over  the 
features  and  bearing  of  one  while  participating  in  even  the  most 
matter-of-fact  conversation.  These  changes  of  expression  are 
in  themselves  one  of  the  greatest  aids  in  the  art  of  lip-reading, 
and  by  failing  to  attempt  to  follow  these  everchanging  expres- 
sions, one  who  is  deaf  loses  a  very  material  help  toward  under- 
standing what  is  said.  Now  in  learning  to  read  the  lips,  the 
deaf  pupil  must  naturally  watch  the  speaker's  lips.  Yet  in  order 
to  become  a  skilful  lip-reader,  he  must  learn  to  watch,  not  only 
the  lips  of  the  speaker,  but  also  the  expression  of  the  speaker's 
face  and  bearing,  even  when  the  speaker  is  silent  and  his  part  of 
the  conversation  becomes  only  that  of  listener.  For  by  closely 
watching  the  changing  expressions  of  the  listener,  the  deaf  per- 
son can  detect  in  a  measure  what  impression  his  words  are  mak- 
ing, and  in  consequence  is  often  able  to  anticipate,  to  a  certain 
extent,  the  nature  of  the  reply.  This  anticipation  will  prove,  as 
every  lip-reader  has  experienced,  a  decided  help  in  carrying  on  a 
normally  rapid  conversation. 

Whether  the  listener  will  answer  a  question  by  "yes"  or  "no"; 
whether  he  will  agree  or  disagree  with  a  statement;  whether  he 
will  believe  or  doubt  an  assertion;  whether  a  joke  amuses,  or 
bores,  or  even  hurts  him;  whether  he  shows  sympathy,  indiffer- 
ence or  aversion; — all  these  emotions  are  reflected  and  can  be 
detected  in  the  sensitive  ever-changing  expression  of  his  face. 
They  are  frequently  accompanied  by  gestures  of  his  hands,  head 
and  shoulders,  or  sometimes  all  these  combined. 

This  silent  speech  is  so  universal,  and  at  the  same  time  its 
interpretation  so  simple,  that  even  a  little  child  unconsciously 
understands  it  before  it  has  learned  to  master  the  meaning  of 
spoken  words.  The  child  "feels"  whether  its  mother  is  happy 
or  sad,  whether  she  approves  or  disapproves  of  a  certain  act, 
whether  she  permits  or  forbids  a  desired  wish,  and  these  "feel- 
ings" invariably  come  from  watching  its  mother's  face. 

These  silent  expressions  are  always  present  in  any  and  all 
forms  of  conversation,  whether  it  be  of  slight  trivial  matters,  or 
something  of  more  importance.  They  may  be  compared  to 
illustrations  in  a  book  which  give  to  the  text  a  vivid  ornament, 
and  at  the  same  time  increase  its  clearness  and  render  the  mean- 
ing more  intelligible. 


10  THE  MULLER-WALLE  METHOD 

For  this  reason  the  lip-reader  should  strive  to  form  the  habit 
of  watching  the  faces  of  those  who  are  speaking  at  all  times,  not 
only  when  one  is  speaking  directly  to  him,  but  also  when  others 
are  speaking  among  themselves  regardless  of  him,  as  well  as 
when  he  is  himself  speaking. 


CHAPTER  III 


HOW   TO   PRACTICE   THE    EXERCISE 


A  pupil  should,  while  learning,  have  the  sentences  given  by  his 
teacher  repeated  by  as  many  different  people  as  possible.  It 
is  important  that  the  speaker  should  speak  distinctly,  yet  avoid 
all  exaggerations.  Speaking  in  a  loud  voice,  or  with  the  head 
lowered,  or  emphasizing  each  word  with  a  gesture  of  the  head 
must  be  avoided. 

Whoever  undertakes  the  task  of  practicing  with  a  pupil,  should 
understand  clearly  the  aim  of  all  practice.  This  is  principally 
to  train  the  eye  to  perceive,  distinguish  and  combine  the  out- 
ward movements  of  the  organs  of  speech,  not,  however,  to  give 
the  pupil  a  large  number  of  new  subjects.  In  practicing,  it  is 
neither  the  quantity  nor  the  nature  of  the  subject,  but  the  correct 
arrangement  that  must  be  considered  first  and  foremost. 

A  subject  for  instruction  is  correctly  arranged  when  it  starts 
with  the  simple  and  gradually  leads  up  to  the  more  difficult. 
For  a  lip-reader  a  word  is  "simple"  when  the  movement  is  plainly 
visible;  "difficult,"  on  the  contrary,  when  he  must  recognize  it 
by  insignificant  characteristics.  Thus,  for  example,  a  mono- 
syllable may  be  much  more  difficult  to  see  than  a  word  of  many 
syllables,  because  the  latter  is  made  up  of  different  movements 
and  contrasts  are  seen  more  readily.  Only  those  who  are  well 
acquainted  with  the  physiology  of  speech  can  judge  between  the 
simple  and  the  difficult.  It  is,  therefore,  necessary  for  the  teacher 
to  make  a  study  of  the  same.  Before  beginning  the  instruction, 
he  should  study  the  movements  carefully  before  a  mirror,  accord- 
ing to  the  directions  in  the  text-book.  He  must  know  thor- 
oughly each  exercise  in  order  to  be  able  to  show  the  same  cor- 
rectly. It  is,  however,  not  at  all  necessary  to  treat  each  given 
exercise  the  same  with  all  pupils.  Each  must  be  adapted  to  the 
ability  of  the  latter.  But  one  rule  holds  true  for  all,  namely: 

(11) 


12  THE  MULLER-WALLE  METHOD 

Repeat  constantly  the  exercises  already  learned  by  using  the  same 
words  over  again  in  different  connections.  Change  a  sentence 
from  the  interrogative  to  the  positive,  from  the  affirmative  to 
the  negative.  Avoid  practicing  a  list  of  words  or  names  by 
themselves.  Aside  from  the  fact  that  it  would  be  impossible  to 
go  over  all  the  words  in  the  language,  the  memorizing  of  names 
is  of  little  value.  If  the  pupil  is  to  learn  certain  names  which 
occur  frequently,  let  them  be  put  into  sentences  and  accustom 
him  gradually  to  see  the  whole  picture.  Whoever  learns  to  read 
sentences  well,  will  seldom  fail  when  one  contains  a  name  or 
word  not  practiced  before. 

The  first  few  lessons  should  not  be  too  long,  as  the  eyes  and 
nerves  will  become  fatigued;  frequent  pauses  should  be  made 
to  rest  the  eyes.  The  speaker  should  speak  perfectly  naturally, 
neither  too  loudly  nor  too  softly,  since  in  either  case  the  face 
assumes  a  changed  expression.  But  above  all  things  he  must 
not  exaggerate  the  movements  or  try  to  otw-articulate.  If  he 
naturally  speaks  very  rapidly,  he  may,  in  giving  the  pupil  a  new 
lesson,  try  it  a  little  slower,  but  never  without  repeating  the 
same  in  his  natural  way.  This  is  very  important  since  other- 
wise the  pupil  will  never  be  able  to  follow  him  in  general  con- 
versation. 

If  a  mistake  is  made  in  recognizing  a  word  or  syllable,  the  same 
should  be  written  down  and  shown  to  the  pupil.  Then,  by 
placing  the  correct  word  with  the  mistaken  one,  the  difference 
may  be  shown.  There  are  many  words  which  look  alike  when 
pronounced  by  themselves,  but  these  are  rarely  mistaken  in  a 
sentence  where  the  meaning  helps  to  distinguish  the  same. 
Although  sentences,  stories  and  general  conversation  are  to  be 
practiced,  yet  a  systematic  drill  of  well-arranged  syllables  by  an 
experienced  teacher  is  necessary  to  train  the  eye  to  distinguish 
the  most  insignificant  movements  of  the  lips  which  are  necessary 
in  order  to  follow  long  and  difficult  sentences. 

The  aim  of  this  chapter  has  been  to  show  the  pupil  how  to 
practice,  since  much  of  his  success  depends  upon  the  good  will 
and  patience  of  his  family  and  friends. 


TWO 


Note      Each  lesson  is  divided  into  three  parts:  — 

A.  STUDY  AND  MIRROR  PRACTICE. 

B.  SENTENCE  PRACTICE  AND  VOCABULARY. 

C.  STORIES.     (Omitted  in  Lessons  I,  II  and  III.) 


LESSON  I 
A. 

I.  The  difference  between  the  position  and  the  movement 

of  the  mouth:  — 

In  the  position,  we  have  one  single  sound  prolonged. 
In  the  movement,  we  have  the  passing  from  one  sound  to  another. 

(a)     Four  principal  movements:  — 

Lower  jaw  moves  upwards  and  downwards. 
Lips  move  forward  and  backward. 
a     a     e     o     oo 

II.  Class  I  of  Consonants. 

(Subdivided  into  three  parts.) 

Mouth  (  1.     f,  v, .  .  .lower  lip  against  upper  teeth, 
closed  <  2.     s,  z,  soft  c, .  .  .teeth  together. 
(^  3.     m,  b,  p, .  .  .lips  closed. 

th  is  formed  by  placing  the  tongue  between  the  teeth. 
For  sh  the  lips  assume  a  somewhat  square  appearance. 
w  and  wh  have  the  same  forward  movement  as  oo. 

(13) 


I4  THE  MULLER-WALLE  METHOD 

III.    Syllables   formed   by   prefixing   consonants    of   Class    I 
to  vowels  under  I. 

fa  fo  foo  fa  fee 

sa  so  soo  sa  see 

ma         mo  moo  ma  mee 

tho  tha  the 

sha         sho  shoo  sha  she 

Note.     Only  such  syllables  are  given  throughout  the  thirty 
lessons  as  occur  in  real  words. 


IV.     Mirror  practice  on  sounds. 

1.  Difference  between  a  (far)  and  oo  (food). 

Pronounce  rapidly  in  one  breath:  — 

fafafa —  foo  (prolong  the  oo  somewhat) 

Notice  in  pronouncing  oo  the  lips  move  forward,  while  in  a 
we  see  a  downward  movement  of  the  jaw. 

2.  Difference  between  m  and  f . 

Pronounce  rapidly  in  one  breath:  - 

fafafa  —  ma  mam  a 

Notice  that  in  f  the  upper  teeth  are  visible,  while  in  m  the 
lips  are  closed. 

3.  Difference  between  s  and  m. 

Pronounce  sasasa  —  see;   then  mamama  —  mee. 

Notice  that  both  upper  and  lower  teeth  are  visible  in  pro- 
nouncing s,  while  in  m,  the  lips  are  closed. 


LIP-READING  FOR  THE  DEAF  15 

4.  Difference  between  a  (far)  and  a  (face). 

Pronounce  fafafa  —  fa  in  one  breath. 

Notice  that  in  a  the  jaw  drops,  while  in  a,  we  see  a  slight  back- 
ward movement  of  the  lips. 

Notice  the  same  in  mamama  —  ma  and  sasasa  —  sa. 

5.  Difference  between  a  (face)  and  e  (feet). 

Pronounce  fafafa  —  fe  in  one  breath. 
Pronounce  mamama  —  me  in  one  breath. 
Pronounce  sasasa  —  se  in  one  breath. 

Notice  that  in  e  the  lips  are  drawn  back  more  than  in  a. 

6.  Difference  between  5  (go)  and  55  (food). 

Pronounce  f5f5f5  —  f55  in  one  breath. 
Pronounce  m5m5m5  —  m55  in  one  breath. 
Pronounce  so  so  s5  —  s55  in  one  breath. 

Notice  that  in  both  5  and  55  the  lips  move  forward,  —  more 
forward  in  55  than  5. 

7.  Difference  between  what  and  where. 

Notice  that  what  has  a  forward  and  downward  movement; 
where  has  a  forward  and  backward  movement. 

what  is?  what  was? 

where  is?  where  was? 


I.     Sentence  Practice. 

(a)        She  may.  May  they  pay? 

They  may.  May  they  show? 

You  may.  May  they  move? 

We  may.  May  they  sew? 


1 6  THE  MULLER-WALLE  METHOD 

May  we?  May  they  see? 

May  she?  May  they  say? 

May  you?  May  she  say? 

May  they?  May  she  pay? 

They  say  so  to  me. 
They  may  say  so. 
They  may  say  so  to  you. 
She  may  say  so  to  you. 
She  may  sew  for  you. 
She  may  sew  for  me. 

May  we  show  them  the  way? 
May  we  see  the  show? 
May  we  pay  for  the  palm? 
May  we  move  to  the  farm? 
May  we  sew  for  them? 

(b)       Where  is  the  farm? 
Where  is  the  foam? 

Where  is  the  palm?     psalm?     ship?     shop? 
Where  is  the  vase?    wave?     soap?     soup? 
Where  is  the  sofa?     beef?     shoe?     show? 
Where  is  the  Czar?     Shah?     bay? 

What  is  on  the  sofa? 
What  is  on  the  ship? 
What  is  on  the  farm? 
What  is  on  the  wave? 
What  is  in  the  shoe? 
What  is  in  the  soup? 
What  is  in  the  vase? 


Show  me  the  way. 

Show  me  the  farm.  palm,  psalm. 

Show  me  the  soup.  soap.  beef. 

Show  me  the  Czar.  Shah.  wave. 


LIP-READING  FOR  THE  DEAF  17 

(c)        She  may  show  me  the  way  to  the  farm. 
They  say  they  may  move. 
They  seem  to  be  far  away. 
They  seem  to  be  so  far  away. 
They  seem  to  be  in  the  way. 


Though  they  seem  to  be  far  away, .  .  . 

You  may  see  them. 

You  may  see  them  on  the  farm. 

You  may  see  the  Czar. 

You  may  see  the  Czar  on  the  ship. 

You  may  see  the  Shah  on  the  way  to  the  ship. 

You  may  see  the  ship  in  the  bay. 

They  seem  to  be  sharp. 

They  seem  to  be  safe. 

They  say  the  ship  is  safe. 

They  say  the  ship  is  safe  in  the  bay. 

They  may  be  on  the  way  to  the  shoe  shop. 

They  may  see  me  at  the  farm. 

They  may  seem  to  be  sharp. 

(d)       The  same  ship  is  in  the  bay. 

Show  me  both  the  soap  and  the  soup. 

What  is  the  shape  of  the  vase? 

You  may  weigh  the  beef  for  me. 

We  may  move  to  the  farm. 

She  may  show  me  the  shape  of  the  shoe. 

We  may  bathe  in  the  sea. 

They  both  seem  to  be  so  far  away. 

The  Czar  was  on  the  way  to  the  ship. 

Pay  for  the  beef  at  the  shop. 

They  show  faith  in  you. 

They  may  be  on  the  same  ship  with  you. 

Was  the  ship  far  away? 

Was  she  on  the  way  to  the  farm? 

Who  was  in  the  shop  with  you? 


1 8  THE  MULLER-WALLE  METHOD 

II.     Vocabulary. 

These^  words  may  be  used  to  form  new  sentences: 

NOUNS  AND  PRONOUNS  —  farm  foam,  fame,  ship,  shop,  shoe, 
face,  faith,  foe,  fee,  sea,  soap,  soup,  Sue,  salve,  Czar,  Shah, 
sheep,  show,  shape,  zoo,  May,  bay,  bow,  booth,  beef,  seam, 
bee,  beam,  path,  bath,  wave,  waif,  shame. 

VERBS  —  sew,  pay,  may,  say,  see,  be,  seem,  pass,  bathe,  move, 
mow,  wave,  weave,  cease,  seize,  was. 

ADJECTIVES  AND  ADVERBS  —  far,  away,  same,  where,  sharp. 


LESSON  II 


I.     Diphthongs. 


on  (as  in  found)  or  ow  (as  in  town).  These  sounds  are  com- 
posed of  a  and  55.  Pronounce  a^,55  rapidly  and  you  have  the 
sound  ou. 

i (as  in  find).  This  sound  is  composed  of  a  and  e.  Pronounce 
a_e  rapidly  and  you  have  the  sound  i. 

oi  (as  in  oil)  or  oy  (as  in  boy).  These  sounds  are  composed 
of  aw  and  e.  Pronounce  aw_e  rapidly  and  you  have  oi. 

H.     Mirror  Practice  on  Sounds. 

1.  Difference  between  ou  and  i. 

Pronounce  rapidly  in  one  breath:  — 

ououou  —  i 

m  ou  mourn  ou  —  mi 

Notice  the  downward  and  forward  movement  in  ou  and  the 
downward  and  backward  movement  of  I. 

2.  Difference  between  I  and  oi. 

Pronounce  rapidly  in  one  breath:  - 

fififi  — foi 

•      •      •  •• v 

S1S1S1  —  SOI 

Notice  the  downward  and  backward  movement  in  i  and  the 
forward  and  backward  movement  in  oi. 

3.  Difference  between  ou  and  oi. 

Pronounce  rapidly  in  one  breath:  — 

ououou  —  oi 
moumoumou  —  moi 

Notice  the  downward  and  forward  movement  in  ou  and  the 
forward  and  backward  movement  in  Si. 

(19) 


20  THE  MULLER-WALLE  METHOD 

B. 

I.    Sentence  Practice. 

Note.  Although  the  Consonant  "1"  does  not  belong  in 
Class  1  of  Consonants,  the  auxiliaries  shall  and  will 
are  introduced  here.  For  "1",  we  see  the  action  of 
the  tongue  as  the  tip  is  raised. 

(a) 


I  shall. 

You  shall. 

They  shall  see. 

I  will. 

They  shall. 

They  will  be. 

I  may. 

They  may. 

You  will  be. 

You  may. 

You  may  be. 

You  shall  be. 

You  will. 

They  shall  be. 

You  shall  see. 

What  shall  I  see?     buy? 

Whay  shall  I  pay?     say? 

What  shall  I  move? 

You  may  move.     pay.     buy.     sell. 

May  we  show  them  the  way? 

May  we  see  the  show? 

May  we  buy  the  soup? 

May  we  buy  the  soap? 

May  we  pay  for  the  palm? 

May  we  say  so  to  them? 

May  we  move  to  the  farm? 

(b)       I  shall  bow. 

I  shall  bow  to  them,     to  you.     to  both  of  them. 

She  will  bow  to  me.     to  you.     to  them,     to  the  Czar. 

Will  she  bow? 

Will  she  bow  to  them? 

Will  they  bow? 

Will  they  bow  to  my  wife? 

The  boy  will  bow  to  my  wife. 

I  shall  bow  to  them. 

I  shall  bow  to  them  on  the  ship. 

How  shall  I  bow? 

How  shall  I  bow  to  the  Czar? 


LIP-READING  FOR  THE  DEAF  21 

Show  me  how  to  bow  to  the  Czar. 

Where  is  the  boy?     the  pipe?     the  fife? 

Where  is  the  pie?     the  scythe?     the  mouse  ? 

Where  was  the  mouse? 

Where  was  my  wife?     my  fife?     my  pipe? 

Show  me  the  pipe. 

Show  me  both  the  pipe  and  the  fife. 

I  shall  buy  both  the  pipe  and  the  fife. 

I  shall  buy  both  the  pipe  and  the  fife  for  the  boy. 

(c)  Where  will  the  boy  be? 
Where  shall  I  see  the  boy? 
Where  shall  you  buy  the  pie? 
What  will  you  buy  for  me? 
What  will  you  buy  for  my  wife? 
What  will  you  buy  for  the  boy? 
How  will  you  sew  the  seam? 
How  will  you  bow  to  them? 
How  will  you  show  me  the  way? 
How  will  you  pay  for  the  farm? 
Where  was  the  boy? 

The  boy  is  in  the  South. 

The  boy  will  buy  the  farm. 

I  shall  buy  the  sofa  at  the  same  shop. 

They  shall  buy  the  shoes  for  the  boy. 

What  size  is  the  shoe? 

The  shoe  is  the  same  size. 

I  will  buy  the  same  size  for  you. 

I  will  show  you  the  palm  by  and  by. 

We  may  pass  the  shop  on  the  way. 

She  will  show  me  how  to  weave. 

She  will  show  me  how  to  sew. 

I  may  buy  the  shoes  at  the  same  shop. 

I  may  buy  both  of  them. 

We  will  pay  for  both  of  them. 

(d)  They  say  they  may  buy  the  farm. 

I  will  buy  five  pies  at  the  shop  for  you. 
Pay  for  the  shoes  on  the  way  to  the  farm. 


22  THE  MULLER-WALLE  METHOD 

The  boy  found  the  palm  in  the  South. 

My  wife  will  buy  the  shoes  for  the  boy. 

Shall  I  show  you  how  to  weave? 

Shall  I  buy  the  scythe  if  it  is  sharp? 

By  the  way,  will  you  show  me  the  shoes? 

The  Czar  may  wish  to  see  them. 

Save  the  pie  for  the  boy. 

Why  shall  I  save  them? 

We  found  the  vase  in  the  shop. 

I  may  buy  them  for  my  wife. 

We  may  buy  the  scythe  for  the  boy  on  the  farm. 

The  boy  found  the  mouse  in  the  shoe. 

II.      Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  AND  PRONOUNS  —  boy,  bow,  bar,  mouth,    south,    wife, 
fife,  pipe,  pie,  scythe,  size,  sigh,  I,  my,  thy. 

VERBS  —  buy,  shall,  will,  bow. 

ADJECTIVES  AND  ADVERBS  —  how,  shy,  why. 


LESSON  HI. 


I.  Class    II    of    Consonants. 

(Sub-divided  into  two  parts.) 

Mouth  J  1.     k,  hard  g,  hard  c,  d,  t. 

open    (  2.     h,  1,  n,  r  (initial  in  word  or  syllable). 

The  first  five,  namely,  k,  £,  c,  d  and  t,  are  what  we  call 
explosive  sounds. 

The  last  four,  namely,  h,  1,  n  and  r,  are  the  long  or  duration 
sounds. 

In  this  lesson  we  practice  only  k,  hard  £  and  hard  c  before  a 
vowel  and  mostly  words  of  one  syllable. 

In  pronouncing  these  letters  before  a  vowel,  the  mouth  is 
open,  —  the  degree  of  opening  depending  upon  the  vowel  that 
follows. 

The  externally  visible  characteristics  of  these  letters  are  the 
cheek  and  jaw  movement. 

II.  Mirror  Practice  on  Sounds. 

1.  Syllables  formed  by  prefixing  consonants  already  learned 
to  vowels. 


fa 

fo 

fa 

foo 

fee 

fi 

*••  A 

fon 

foi 

sa 

so 

sa 

soo 

see 

si 

sod 

SOI 

ma 

mo 

ma 

moo 

mee 

ml 

mow 

11101 

•  • 

ca 

CO 

ca 

coo 

kee 

ki 

cofr 

CO1 

Notice  in  each  group  of  syllables  that  letters  that  look  alike 
are  not  used  in  the  same  group;  for  example,  m,  b,  p,  or  f,  v, 
or  k,  g,  c.  They  are  not  distinguishable  and  one  of  each  group 
has  been  sleeted  to  represent  it.  Never  try  to  see  any  difference 
between  co  and  £o,  or  ki  and  £uy.  If  co  is  practiced  later  in  a 
sentence  like  "Will  you  £0  with  me?"  it  will  be  correctly  read. 

(23) 


24  THE  MULLER-WALLE  METHOD 

Occasionally  a  sentence  like  "Will  you  bake  a  cake?"  might 
be  mistaken  for  "Will  you  make  a  cake?"  but  this  error  is  too 
slight  to  deserve  any  notice  here. 

2.  Pronounce  rapidly  in  one  breath:  - 

fafafa  —  ka 

sasasii  — ka 

mam  am  a  —  ka 

Compare  these  visible  characteristics:  — 

f  mouth  closed  by  placing  lower  lip  against  upper  teeth. 
s  mouth  closed  by  placing  teeth  together. 
m  mouth  closed  by  placing  lips  together. 
k  mouth  open. 

3.  Further  comparison  in  the  following  sentences. 

Where  is  the  comb? 
Where  is  the  foam? 

Where  is  the  case? 
Where  is  the  vase? 

Where  is  the  key? 
Where  is  the  sea? 

Where  is  the  car? 
Where  is  the  shah? 

4.  Pronounce 

Do  you 
Did  you 

Notice  that  in  pronouncing  "Do  you",  we  have  only  one  for- 
ward movement,  since  in  rapid  conversation  the  two  words  are 
not  separated.  In  "Did  you",  we  have  two  distinct  move- 
ments, —  a  backward  and  a  forward  movement. 


LIP  READING-FOR  THE  DEAF  25 

B 
I.      Sentence    Practice. 

(a)  They  go.  We  may  go. 
They  may  go.            We  may  go  away. 
They  shall  go.            We  may  go  with  them. 

We  shall  go.  We  may  go  away  with  them. 

Did  you  go? 

Did  you  go  with  them? 

How  far  did  you  go? 

How  far  will  you  go? 

How  far  did  they  go  with  you? 

May  I  go? 

May  I  go  with  you? 

May  I  go  on  the  car  with  you? 

Shall  I  go  on  the  car  with  them? 

Go  with  me. 

Go  with  them. 

Go  with  them  if  you  wish. 

Go  South  with  them. 

She  may  go  South  with  me. 

(b)  Can  you  come? 
Can  you  go? 
Can  you  carve? 
Can  you  see? 
Can  you  pay? 

Can  you  give  them  away? 
Can  you  pay  for  them? 
Can  you  see  so  far? 
Can  you  show  me  how? 
Can  you  keep  them? 
Do  you  keep  a  cow? 
Do  you  show  them  how? 
Where  do  you  see  the  car? 
How  do  you  pay  for  them? 


26  THE  MULLER  WALLE-METHOD 

Why  do  you  give  him  the  coffee? 
Where  do  you  see  the  ship? 
How  do  you  carve  the  beef? 
Why  do  they  go  so  far  South? 
Where  do  they  come  from? 
Where  did  they  come  from? 
Why  do  you  go  to  the  cave  with  them? 
Why  did  you  give  them  the  key? 
Why  did  they  go  to  the  same  farm? 
Where  did  you  keep  the  key? 
Where  did  you  go  for  the  palm? 
Where  did  you  see  the  Czar? 

(c;        I  will  give  it  to  you. 

I  may  give  it  to  them. 
We  will  give  it  to  them. 
We  may  give  it  up. 
Shall  we  give  it  up? 
Shall  we  give  it  away? 
May  I  give  it  to  you? 
May  I  give  you  the  key? 
May  I  give  you  the  case? 

Give  it  to  me. 

Give  it  away. 

Give  it  to  him  when  he  comes. 

Give  it  to  them. 

Give  me  some  advice. 

You  may  give  it  to  me. 

Will  you  give  it  to  me? 

Will  you  keep  it? 

Will  you  come? 

Will  you  go? 

When  will  you  go? 

When  will  you  come? 

When  will  you  give  it  to  me? 

Give  it  to  me  when  you  come. 

Give  it  to  the  boy. 

Give  it  to  my  wife. 


LIP-READING  FOR  THE  DEAF  27 

(d)       Will  you  give  me  a  cup  of  coffee? 
I  will  give  you  a  cup  of  cocoa. 
May  I  give  you  a  piece  of  cake? 
My  wife  gave  the  boy  a  piece  of  cake. 

How  is  the  coffee? 

Have  you  found  the  key? 

Where  does  this  car  go? 

Does  this  car  go  to  the  Cape? 

I  must  get  the  car. 

You  must  not  give  up. 

May  I  buy  the  comb  in  that  shop? 

I  shall  go  to  the  game  with  the  boy. 

When  the  boy  came,  I  gave  him  the  cake. 

Will  you  show  me  the  way  to  the  cove? 

The  coffee  was  in  the  cup. 

The  comb  was  not  in  the  case. 

When  he  comes,  I  shall  ask  him  to  give  you  the  key 

for  the  case. 
How  much  did  you  say  that  you  would  pay  for  the 

comb  and  the  case? 
Did  you  say  that  you  would  buy  the  same  kind  of 

shoes? 
How  much  did  you  say  that  you  would  pay  for  the 

shoes  that  you  will  buy  for  the  boy  on  the  farm? 


II.     Vocabulary. 

These  words  may  be  used  to  form  new  sentences  : 

NOUNS  AND  PRONOUNS  —  cake,  calf,  cape,  car,  cargo,  carp,  case, 
cave,  cocoa,  coffee,  coke,  comb,  cook,  couch,  cow,  cube, 
cuckoo,  key,  kindness,  game. 

VERBS  —  carve,  keep,  came,  come,  go,  gave. 
ADJECTIVES  —  calm,  cool,  kind,  gay. 


LESSON  IV 
A 

I.  Vowel  Sounds  —  er  (her)  ir  (fir)  ur  (fur),  and  &  (fall). 

II.  Mirror  Practice  on  Sounds. 

1.  Difference  between  5  (old)  and  er  (ir  or  ur). 

Pronounce  rapidly  in  one  breath:  - 

fofofo  — fir 

momomo  —  mir 
sososo  —  sir 

Notice  in  pronouncing  5  we  have  a  forward  movement  of  both 
lips,  while  in  ir  (er  or  ur)  the  lower  lip  moves  further  forward 
than  the  upper. 

2.  Difference  between  a  (far)  and  a  (fall). 

Pronounce  rapidly  in  one  breath:  - 

fafafa—  i& 

ma ma ma  —  ma 
sasasa  —  sa 

Notice  that  a  has  a  downward  movement  of  the  jaw.  a  is  not 
so  far  downward  as  a  and  not  so  far  forward  as  o. 

3.  Difference  between  prefixes  re  and  be. 

Pronounce  rapidly  in  one  breath:  - 

rerere  —  be 

recei  —  recei  —  recei  —  be  see 

Notice  that  re  has  a  forward  and  backward  movement,  be 
has  lips  closed,  and  then  a  backward  movement  (like  me). 

(28) 


LIP-READING  FOR  THE  DEAF  29 

B 
I.     Sentence  Practice. 

(a)       I  believe.  I  remain. 

I  receive.  I  recall. 

I  remember.  I  remove. 

I  remark.  I  refuse. 


Because  I  refuse. 
Because  I  remember. 
Did  you  remember? 
Did  you  remain? 
Shall  you  remain? 
Shall  you  refuse? 
Did  you  receive? 
What  did  you  receive? 


Did  you  receive  my  letter? 

Do  you  believe  she  received  the  letter? 

Do  you  believe  she  received  the  report? 

Do  you  believe  she  will  receive  them? 

How  did  you  receive  it? 

Where  did  you  receive  it? 

Where  did  you  say  that  you  received  it? 

Who  received  it? 

I  believe  they  will  receive  it. 

I  believe  they  will  receive  it  to-morrow. 

Did  he  receive  you? 

Do  you  remember? 

You  must  remember. 

You  must  remember  what  I  say. 

Remember  me  to  them. 

Do  you  remember  them? 

Do  you  remember  where  they  came  from? 

Do  you  remember  the  way? 

Do  vou  remember  the  remark? 


30  THE  MULLER  WALLE-METHOD 

I  believe  I  remember  the  remark. 
I  believe  they  will  refuse  to  remain. 
I  believe  they  will  remember  me. 
Remember  to  give  me  the  report. 
Shall  I  report  the  remark? 
Shall  I  show  you  the  report? 
Shall  I  remain? 

Do  you  believe  that  she  will  report  the  remark? 

He  may  refuse  to  go. 

He  may  refuse  to  pay  for  it. 

I  believe  she  will  refuse  to  resign. 

Why  did  you  resign? 

You  may  refer  to  me. 

To  whom  do  you  refer? 

I  refer  to  her. 

She  may  refer  to  the  remark. 

Do  you  believe  that  she  refers  to  him. 


(c)        I  shall  remain. 

I  shall  remain  with  them. 

They  may  wish  to  remain  on  the  farm. 

Who  will  remain  with  you? 

Why  do  you  wish  to  remain  on  the  ship? 

They  say  they  will  remain. 

What  became  of  them? 

What  became  of  the  boy? 

What  became  of  the  boy  we  saw  on  the  farm? 

Do  you  remember  what  became  of  them? 

Remove  the  key. 

I  shall  remove  the  key. 

She  removed  her  cape. 

She  removed  her  cape  when  she  came  in. 

Remind  me  to  show  it  to  you. 

Remind  me  to  show  you  the  report. 

Remind  me  to  show  you  the  case. 

Remind  me  to  show  you  the  palm. 


LIP  READING-FOR  THE  DEAF  31 

Remind  me  to  show  you  my  furs. 
Remind  me  to  go. 
Remind  them  to  come. 
Remind  them  to  go  to  the  game. 
Remind  me  to  buy  the  cake. 

(d)        Remember  me  to  your  mother. 

Remember  to  buy  some  cocoa  on  the  way. 

We  must  remember  to  give  them  the  key  to  the  case. 

You  must  remember  to  make  a  report. 

Shall  I  remove  the  key  from  the  case? 

The  remark  was  reported  to  me. 

I  do  not  wish  to  repeat  the  remark. 

Did  you  receive  my  letter  before  you  came? 

I  received  five  letters  this  morning. 

I  believe  they  will  remain  on  the  farm. 

When  you  go  to  the  shop,  remember  to  buy  some  coffee. 

I  saw  them  on  the  way. 

I  remember  that  I  saw  the  boy  on  the  ship. 

Can  you  remember  the  size  of  the  case? 

Can  you  remember  the  shape? 

Did  the  boy  say  that  he  refused  to  resume  the  work 

on  the  farm? 

I  shall  refuse  to  pay  for  them. 
I  refuse  to  say  anything  about  it. 
Why  did  she  refuse  to  bow  to  you? 
Did  you  buy  the  Review  of  Reviews  on  the  way? 
Will  you  remind  me  to  buy  the  Review  of  Reviews? 
If  they  do  not  remember  we  must  remind  them. 
Remind  me  to  show  you  the  report  before  you  go. 
You  may  reserve  five  of  them  for  me. 

II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 
NOUNS  —  firm,  fir,  fur,  sir,  curve,  shawl,  thaw,  remark,  surf,  serf, 

VERBS  —  serve,    receive,    remove,   remain,    resume,    rely,    refer, 
remember,  reserve,  became,  begin,  began. 

ADJECTIVES  OR  ADVERBS  —  firm,  before,  below. 


32  THE  MULLER-WALLE  METHOD  OF 

Explanatory  Note  on  Exercise  Stories. 

Most  teachers  have  the  pupils  read  over  stories  before  they 
are  told  to  them.  I  have  found  that  by  so  doing  the  pupils  lost 
the  real  interest  in  the  stories. 

By  arranging  them  in  exercise  form  I  have  tried  to  make  them 
serve  a  two-fold  purpose :  —  first,  to  supplement  the  subject 
matter  with  many  every-day  conversational  phrases  which  should 
be  familiar  to  the  pupil  and,  second,  to  let  the  pupil  feel  that  he 
is  being  led  up  to  a  climax  or  point  of  a  story  in  a  conversational 
way,  and  thus  hold  his  interest  to  the  end. 

One  story  suggests  "shopping,"  another  ''theatre,"  another 
"traveling,"  etc.,  all  of  which  make  useful  subjects  for  conver- 
sation. 

After  the  exercise  has  been  practised,  the  whole  story  (given 
at  the  end  of  each  lesson)  should  be  read  from  beginning  to  end 
without  interruption.  It  would  be  well  to  review  the  other 
stories  already  studied  from  time  to  time  by  telling  them  in  one's 
own  words. 

At  the  end  of  the  thirty  lessons,  the  pupil  ought  to  be  ready  to 
read  simple  stories  from  the  lips  without  having  them  arranged 
in  exercise  form. 

It  is  well  at  all  times  for  the  teacher  to  keep  in  mind  the  sug- 
gestion already  given  in  Chapter  III  that  it  is  not  the  quantity,  nor 
the  nature  of  the  subject,  but  the  correct  arrangement  that  must  be 
considered  first  and  foremost. 

C — Exercise  Story 

I  am  thirsty. 

I  am  hungry. 

She  was  hungry. 

She  was  hungry  when  she  came  home. 

They  were  hungry  when  they  returned  home. 

Please  give  me  something  to  eat. 

Please  give  me  a  glass  of  water. 

I  should  like  a  drink  of  cold  water  for  I  am  very  thirsty. 

"Oh,  I  am  so  thirsty,"  said  the  crow  one  day. 

"Where  can  I  get  some  water?" 


LIP-READING  FOR  THE  DEAF  33 

There  is  some  water  in  that  vase. 

There  must  be  some  water  in  the  vase. 

There  was  not  much  water  in  the  vase. 

The  crow  tried  to  get  the  water. 

The  crow  put  his  bill  into  the  vase. 

The  crow  put  his  bill  into  the  vase  as  far  as  he  could  reach. 

But  the  water  was  too  low. 

He  said  to  himself,  .  .  . 

He  said  to  himself,  "I  must  have  that  water." 

"How  can  I  get  it?" 

"I  must  think  it  over." 

Have  you  thought  how  you  can  get  the  water? 

What  would  you  do? 

What  would  you  do  in  my  place? 

What  would  you  have  done  in  the  crow's  place? 

Have  you  thought  of  a  way? 

Do  you  think  you  can  find  a  way? 

Did  the  crow  find  a  way? 

Is  the  crow  a  wise  bird? 

Does  the  crow  know  how  to  think? 

The  crow  thought  a  moment. 

The  crow  thought  a  moment  and  then  said  to  himself,  .  .  . 

He  said  to  himself,  .  .  . 

He  said  to  himself,  "I  know  whatl  will  do." 

"I  will  drop  these  pebbles  into  the  water." 

"I  will  drop  these  pebbles  into  the  vase." 

They  will  sink  to  the  bottom. 

That  will  make  the  water  rise. 

That  will  make  the  water  rise  so  that  I  can  reach  it. 

So  the  wise  old  crow  went  to  work. 

He  said  to  himself,  "Where  there's  a  will,  there's  a  way." 

THE    THIRSTY   CROW 

"Oh,  I  am  so  thirsty,"  cried  an  old  black  crow.     "Ah,  there 
is  a  vase  of  water.     Now  I  will  have  a  drink." 

So  the  crow  flew  down  to  the  vase.     There  was  some  water  in 


34  THE  MULLER-WALLE  METHOD 

the  vase,  but  not  very  much.  The  crow  put  his  bill  in  as  far  as 
he  could  reach,  but  the  water  was  so  low  he  could  not  reach  it. 

He  said  to  himself,  "I  must  have  that  water,"  and  he  sat  down 
to  think  it  over.  A  crow  is  a  very  wise  bird.  A  crow  knows 
how  to  think.  Finally  he  said,  "I  know  what  I  will  do.  I  will 
drop  these  pebbles  into  the  vase.  They  will  sink  to  the  bottom, 
and  that  will  make  the  water  rise  in  the  vase  so  that  I  can  reach 
it." 

So  the  wise  old  crow  went  to  work.  He  said  to  himself,  "  Where 
there's  a  will,  there's  a  way." 


LESSON    V 

A 

I.  h  —  before  a  vowel. 

h  has  no  movement  of  its  own,  but  prolongs  the  vowel  sound 
that  follows  it. 

ha  (like  a  prolonged). 

ho  (like  o  prolonged). 

hoo  (like  oo  prolonged). 

ha,  ho,  hoo,  ha,  he,  him,  hi,  hoi,  her,  ha 

II.  Mirror  Practice:  - 
1. 


ha^fa 

hou_fou 

ho_f  6 

hCfl 

hoo^f  65 

hoi^foi 

ha^JE  a 

her^fer 

he    f  e 

ha    fa 

Remember  also  that  h   belongs  to   Class  II  of  consonants. 
(See  Lesson  III.) 

2.     Difference  between  h  and  m. 
Repeat  rapidly  in  one  breath: 

the  hou,  the  hou,  the  hou  —  the  mou 

Notice  that  in  hou  the  mouth  remains  open,  while  in  mou 
the  lips  are  brought  together. 

Practice:  — 

the  house  the  house   the  house  —  the  mouse. 

Where  is  the  house?     Where  is  the  mouse  ? 

(35) 


36  THE  MULLER-WALLE  METHOD 

3.  Difference  between  h  and  f . 

Practice  rapidly  in  one  breath:  - 

the  hoe  the  hoe  the  hoe  —  the  loe 

Notice  that  in  ho  the  mouth  remains  open,  while  in  16  it  is 
closed  by  placing  the  lower  lip  against  the  upper  teeth. 

4.  Difference  between  h  and  s. 

Practise  rapidly  in  one  breath:  - 

the  he  the  he  the  he  — these. 

Notice  that  in  he  the  mouth  remains  open,  while  in  se  it  is 
closed  by  bringing  the  teeth  together. 

5.  Difference  between  h  and  hard  c. 

Practice  rapidly  in  one  breath:  — 
the  ha  the  ha  the  ha  —  the  ca 

Notice  that  in  both  ha  and  ca  the  mouth  remains  open.  In 
ha  the  sound  is  prolonged,  while  in  ca  the  breath  is  expelled 
forcibly,  so  that  we  see  more  cheek  and  jaw  movement. 

6.  Further  comparison  in  the  following  words:  — 

the  h  arp  —  the  c  arp 

the  hoop  -  the  coop 

the  hole  -  the  coal 

the  home  -the  comb 

(See  note  under  5.) 


LIP-READING  FOR  THE  DEAF 


37 


B 


I.     Sentence  Practice. 


(a) 


(b) 


Have  you? 
Have  they? 
Have  we? 
Have  I? 

How  have  I? 
What  have  I? 
Where  have  I? 
Where  have  we? 
Where  have  they? 
Where  have  you? 
What  have  you? 

Who  has? 
Who  has  the  hoe? 
Who  has  the  house? 
Who  has  the  harp? 
Who  has  the  horse? 


Whose  horse  have  they? 
Whose  harp  have  we? 
Whose  house  have  you? 
Whose  hoe  have  I? 


I  hope  so. 

I  hope  to  hear  from  you. 

I  hope  that  he  will  go. 

We  hope  to  see  them. 
We  hope  to  see  him. 
I  hope  to  see  her. 

She  hopes  to  hear  from  you. 
We  hope  to  receive  them. 
We  hope  to  have  them  here. 


How  did  it  happen? 

How  did  you  happen  to  hear  it? 

How  did  you  happen  to  hear  the  remark? 

Do  you  remember  how  it  happened? 

We  happened  to  see  them  on  the  car. 

I  happened  to  hear  about  it. 

That  was  before  it  happened. 

Did  you  hear  the  story? 

Did  you  hear  the  speech? 

Did  you  hear  both  sides? 

Did  you  hear  both  sides  of  the  story? 

Did  you  hear  the  report? 

Did  you  hear  the  reply? 

Did  you  hear  the  remark? 

How  did  he  behave? 

I  hope  the  boy  will  behave. 


38  THE  MULLER-WALLE  METHOD 

Help  me. 

You  must  help  him. 

You  must  help  her. 

Who  will  help  them? 

I  hope  that  we  can  help  him. 

You  must  not  refuse  to  help  her. 

Remember  that  you  are  to  help  them. 

Have  you  heard  about  it? 

Have  you  heard  how  happy  they  are? 

Have  you  heard  from  home? 

I  have  heard  about  it. 

I  have  heard  all  about  it. 

I  remember  that  I  heard  about  it. 

(c)  Give  the  horse  some  bay. 
What  kind  of  a  horse  have  you? 

We  shall  be  happy  to  have  you  come. 

I  hope  to  hear  from  him  before  he  goes  South. 

I  hope  he  has  not  hurt  himself. 

He  hopes  to  buy  the  house  on  the  hill. 

How  many  horses  does  he  keep? 

The  horse  will  not  harm  you. 

I  happened  to  be  in  the  house  when  she  came  to  see 

my  wife. 

My  wife  happened  to  see  the  boy  on  the  car. 
If  it  is  too  heavy,  I  will  help  you. 
I  wish  you  would  help  me  move  the  palm. 
Heaven  helps  those  who  help  themselves. 
Have  you  heard  how  it  happened  that  she  came  home 

from  the  South? 

I  happened  to  see  her  on  the  car. 
If  nothing  happens,  we  shall  go  the  farm  with  them. 
She  was  very  happy  before  it  happened. 
I  hear  that  he  will  buy  the  house  for  his  wife. 

(d)  The  boy  will  show  you  the  horse. 
The  house  is  on  a  high  hill. 

We  have  a  fine  view  from  the  hill. 
The  house  is  half-way  up  the  hill. 


LIP-READING  FOR  THE  DEAF  39 

I  hope  they  will  not  harm  the  horse. 

He  will  show  me  how  to  play  the  hymn  on  the  harp. 

Come  home  with  me. 

If  you  will  go  with  me  I  will  show  you  the  house. 

Give  me  a  piece  of  ham. 

I  have  heard  that  they  have  a  happy  home. 

The  boy  can  help  them  hoe  on  the  farm. 

They  may  remain  with  you  for  an  hour. 

The  car  leaves  on  the  half  hour. 

I  believe  it  leaves  here  on  the  hour. 

She  was  here  an  hour  ago. 

He  hurt  himself  with  the  hoe. 

I  have  heard  that  he  will  buy  the  house  on  the  hill. 

I  saw  the  ship  come  into  the  harbor  this  morning. 

There  are  five  ships  in  the  harbor. 

I  heard  about  it  before  they  came  home. 

II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  AND  PRONOUNS  —  harp,  harm,  home,  hope,  hoe,  hoof, 
whole,  hole,  heap,  house,  hill,  hall,  horse,  hymn,  ham, 
whose,  who,  him,  he. 

VERBS  —  hurt,  help,  happen,  hark,  behave,  rehearse. 

ADJECTIVES  OR  ADVERBS  —  high,  half-way,  happy,  however, 
how. 

C  —  Exercise  Story. 

There  was  once  a  crow. 

Once  upon  a  time  there  was  a  crow. 

A  long  time  ago  there  was  a  crow. 

Where  was  the  crow? 

Did  you  see  the  crow? 

Show  me  the  crow. 

Show  me  the  crow  on  the  tree. 

The  crow  was  on  the  tree. 


40  THE  MULLER-WALLE  METHOD 

The  crow  was  sitting  on  the  tree. 

The  crow  was  sitting  on  the  high  branch  of  a  tree. 

There  was  once  a  crow  sitting  on  a  high  branch  of  the  tree. 

What  kind  of  a  tree  was  it? 

Can  you  tell  me  what  kind  of  a  tree  it  was? 

Did  you  notice  what  kind  of  a  tree  it  was? 

Did  you  notice  that  the  crow  was  sitting  on  a  high  branch  of 
the  tree? 

I  saw  the  crow. 

I  noticed  the  crow. 

I  noticed  that  the  crow  held  something  in  her  bill. 

What  was  it? 

Did  you  notice  what  it  was? 

What  was  it  that  the  crow  held  in  her  bill? 

Did  you  notice  what  it  was  that  the  crow  held  in  her  bill? 

It  was  a  piece  of  cheese. 

Are  you  fond  of  cheese? 

The  crow  was  very  fond  of  cheese. 

The  crow  was  eating  the  cheese. 

The  crow  had  flown  into  the  tree  to  eat  the  cheese. 

Who  saw  the  crow? 

Who  came  along  the  road? 

The  fox  came  along  the  road. 

The  fox  saw  the  crow. 

The  fox,  too,  was  fond  of  cheese. 

The  fox  liked  cheese. 

The  fox  was  very  hungry. 

The  fox  was  so  hungry  he  longed  for  the  cheese. 

The  fox  is  very  sly. 

He  thought  to  himself, 

He  said  to  himself, 

He  said  to  himself,  "I  must  have  that  cheese." 

"How  I  should  like  to  have  that  cheese!"  said  the  fox  to  him- 
self. 

"  How  can  I  get  it?" 

"How  can  I  get  it  away  from  the  crow?" 

"I  know  what  I  will  do." 

"I  think  I  know  how  to  get  it." 

The  fox  looked  up  at  the  crow. 


LIP-READING  FOR  THE  DEAF  41 

The  fox  looked  up  at  the  crow  and  said,  .... 

"How  do  you  do?" 

"How  are  you?" 

"I  am  glad  to  see  you." 

"I  have  wished  to  see  you." 

"I  have  wished  for  some  time  to  see  you." 

"I  have  heard  about  you." 

"Everyone  is  talking  about  you." 

"All  the  birds  of  the  forest  are  talking  about  you." 

"All  are  talking  about  your  beautiful  voice." 

"I  have  heard  so  much  about  your  beautiful  voice  that  I  have 
come  to  hear  you  sing." 

"Will  you  sing  for  me?" 

"  Will  you  please  sing  one  song  for  me?" 

"Will  you  have  the  kindness  to  sing  for  me?" 

The  crow  was  very  much  flattered. 

The  crow  was  so  flattered  .  .  . 

The  crow  was  so  pleased  .  .  . 

The  crow  was  so  pleased  with  this  flattery  .  .  . 
/   The  crow  was  so  pleased  with  this  flattery  that  she  opened  her 
bill. 

But  the  moment  she  opened  her  bill,  the  cheese  dropped  to  the 
ground. 

As  soon  as  she  opened  her  bill,  she  dropped  the  cheese. 

She  dropped  the  cheese  the  moment  she  opened  her  bill. 

The  fox  picked  up  the  cheese. 

The  fox  did  not  wait  for  the  crow  to  sing. 

Without  waiting  for  the  crow  to  sing,  the  fox  picked  up  the 
cheese  and  ran  away. 

THE    FOX    AND   THE   CROW 

A  crow  had  stolen  a  piece  of  cheese,  and  had  flown  up  into  the 
tree  with  it. 

As  she  sat  there  on  the  bough,  a  fox  came  running  along. 

"0  that  cheese!"  said  he.  "How  good  it  smells!  I  will  have 
it  as  I  live." 

So,  coming  close  up  under  the  tree,  he  said,  "Dear  Mrs.  Crow, 
how  beautiful  you  are!  I  did  not  know  before  that  you  were  so 


42  THE  MULLER-WALLE  METHOD 

beautiful.  How  bright  your  eyes  are!  And  how  your  feathers 
shine  in  the  sunlight!" 

The  silly  old  crow  was  flattered  and  began  to  rustle  her 
feathers. 

"I  wonder  if  you  can  sing!"  continued  the  fox.  "I  know  you 
can!  Of  course  you  can!  I  do  not  doubt  that  you  have  the 
sweetest  voice  in  all  the  forest.  Please  sing  one  note  for  me!" 

"Caw!  caw!"  cried  the  crow. 

"Ha,  ha!"  laughed  the  fox,  as  the  cheese  dropped  from  her 
bill.  "Your  voice  is  very  good;  and  so  is  the  cheese." 


LESSON  VI 


I.  r  before  a  vowel. 

The  visible  characteristic  of  r  before  a  vowel  is  the  forward 
movement  of  the  lips. 

ra,  TO,  roo,  ra,  re,  rou,  ri,  roi,  ra 

II.  Mirror  Practice:  — 


mara 


soo^roo 

moo^roo 

sa^ra 

ma^ra 

se^re 

me^re 

si^rl 

ml^ri 

sou^rou 

mou^roti 

si    ra 

mi    ra 

1.  fa_ra 

f  o_ro 

foo^roo 

f  a^ra 

fe_re 

fou^rou 
f  1  ra 


2.     Difference  between  r  and  k  (hard  c,  hard  £). 
Repeat  rapidly  in  one  breath:  — 

the  ca  the  ca  the  ca  —  the  ra 

Notice  that  in  both  ca  and  ra,  the  mouth  remains  open.     In 
ca  we  see  the  jaw  movement;   in  ra  the  lips  move  forward. 

Practice: — 

the  case  the  case  the  case  —  the  race 

Where  is  the  case? 
Where  is  the  race? 

(43) 


44  THE  MULLER-WALLE  METHOD 

3.     Further  comparison  in  the  following  sentences: 

I  saw  the  case. 
I  saw  the  race. 

We  may  &o. 
We  may  row. 
We  may  mow. 
We  may  sew. 
We  may  show. 

She  may  see  the  mice. 
She  may  see  the  rice. 

Do  you  see  the  rail? 
Do  you  see  the  sail? 

B 

I.     Sentence  Practice. 

(a)    Can  you  read? 
Will  you  read? 
May  I  read? 
Shall  I  read? 
Do  you  read? 
Did  you  read? 
Did  you  read  this? 
Did  you  read  it? 

Did  you  read  it  to  him?     to  her? 
Did  they  read  it  to  you? 
Did  she  read  it  over? 
Can  you  read  it  to  me? 
May  I  read  this  to  you? 
Will  you  read  to  him? 
I  will  read  to  him. 
I  can  read  it  to  him. 
They  may  write. 


LIP-READING  FOR  THE  DEAF  45 

They  will  write. 

They  can  write. 

They  shall  write. 

What  shall  they  write? 

What  can  I  write? 

What  will  you  write? 

What  may  they  write? 

What  did  they  write? 

What  have  they  written? 

What  has  she  written? 

Have  you  read  what  she  has  written? 

Have  you  heard  what  she  has  written? 

Have  you  read  over  what  she  has  written? 

Have  you  read  through  what  she  has  written? 

Have  you  re-read  what  she  has  written? 

Will  you  read  me  what  she  has  written? 

Will  you  let  me  read  what  she  has  written? 

Will  you  let  me  read  over  what  she  has  written? 

Will  you  let  me  read  through  what  she  has  written? 

Who  wrote  what  she  read? 

Who  read  what  she  wrote? 

(b)  Is  it  right? 
Is  it  wrong? 
It  is  not  wrong. 
It  was  not  right. 
What  she  wrote  was  not  right. 
What  she  wrote  was  not  read  over. 
What  she  wrote  was  not  well  written. 
Will  you  reply  to  what  she  wrote? 
Who  will  write  to  them? 
Who  will  read  to  them? 
Who  can  read  to  me? 
Who  will  write  this  letter? 
Write  it  for  me. 
You  must  write  to  me. 
That  is  right. 
That  is  the  right  way. 
She  said  that  was  the  right  way. 


46  THE  MULLER-WALLE  METHOD 

He  said  he  would  show  me  the  right  way. 

He  said  he  would  show  the  boy  how  to  read  and  write. 

Do  you  believe  that  he  will  be  able  to  read  that? 

I  hope  that  I  shall  have  time  to  read  it  over  before 

I  go. 

I  have  not  written  to  him  for  some  time. 
It  was  of  no  use  to  write  to  them. 
If  I  were  in  your  place,  I  should  write  to  them  about 

it  at  once. 

(c)  Did  you  read  the  letter? 
Did  you  read  the  paper? 
Did  you  read  the  "Review"? 
Did  you  read  the  book? 

You  must  remember  what  you  read. 

I  wish  you  would  read  to  me. 

You  must  not  read  so  much. 

You  will  hurt  your  eyes  if  you  read  so  much. 

What  paper  did  you  read? 

Please  give  me  something  to  read. 

Shall  we  ride  or  walk? 

I  would  rather  ride. 

Is  this  the  right  way  to  the  river? 

You  are  right  and  I  am  wrong. 

Write  the  report  before  you  go. 

I  will  write  to  you  when  I  arrive. 

Will  you  go  for  a  row  with  me? 

Have  you  heard  the  rhyme? 

I  will  read  the  rhyme  to  you. 

You  are  wrong.  That  is  not  the  right  way  to  the  river. 

What  did  they  raise  on  their  farm? 

Do  you  think  it  will  rain? 

I  hope  it  will  not  rain  before  we  get  home. 

They  came  home  in  the  rain. 

If  it  rains,  we  cannot  go  for  a  row  on  the  river. 

(d)  The  river  is  rough. 

If  the  river  is  rough,  we  shall  not  go  for  a  row. 
Shall  we  row  to  the  ship? 


LIP-READING  FOR  THE  DEAF  47 

How  much  did  you  pay  for  those  red  roses? 

My  wife  gave  the  boy  a  red  rose. 

We  found  the  roses  beside  the  road. 

When  did  the  boy  arrive  at  the  farm? 

We  saw  him  when  he  arrived  in  Rome. 

I  shall  hear  from  him  when  he  arrives  in  Cairo. 

We  have  no  room  for  him. 

What  kind  of  paper  do  you  wish  for  your  room? 

They  have  raised  the  rent  of  the  house. 

We  heard  that  the  boy  ran  away  from  the  farm. 

He  wrote  that  it  was  very  cold  in  Rome. 

Father  wrote  that  it  was  below  zero  at  home. 

I  wish  you  would  show  me  how  to  write  the  report. 

When   you  have  time  you   must  read  his  book  on 

Rome. 

They  wrote  us  that  they  had  seen  the  river  Rhine. 
I  wish  you  would  read  the  rest  of  it. 
You  must  rest  your  eyes  before  you  read  the  paper. 
Where  did  you  buy  the  rug  for  your  room? 
What  size  is  the  rug  in  your  room? 
That  is  not  the  right  size. 

II.     Vocabulary. 

These  words  may  be  used  form  to  new  sentences: 

NOUNS  —  rose,  race,  rail,  rainbow,  rake,  raven,  ray,  ream,  reason, 
reef,  rhyme,  rice,  Rome,  Cairo,  rock,  road,  river,  rope, 
row,  rye,  Roy. 

VERBS  —  raise,  reach,  read,  reap,  rise,  ride,  write,  roam,  run. 
ADJECTIVES  OR  ADVERBS  —  rare,  rear,  rich,  wrong,  ripe. 

C  —  Exercise  Story. 

An  old  man  had  a  bird. 

An  old  man  had  a  parrot. 

Once  an  old  man  had  a  parrot  to  sell. 

Once  an  old  man  had  a  parrot  for  sale. 


48  THE  MULLER-WALLE  METHOD 

Once  an  old  man  had  a  parrot  that  he  wished  to  sell. 

The  parrot  could  speak. 

The  man  had  taught  the  parrot  to  speak. 

The  man  had  taught  the  parrot  to  say  one  sentence. 

The  man  had  taught  the  parrot  to  say  this  one  sentence,  "There 
is  no  doubt  about  it." 

An  old  man  who  had  a  parrot  to  sell  had  taught  him  to  say 
this  one  sentence,  "There  is  no  doubt  about  it." 

Then  he  took  the  parrot  out  into  the  street. 

Then  he  took  the  parrot  out  into  the  street  where  many  people 
passed  by. 

The  old  man  asked  everyone  who  passed  by. . .  . 

The  old  man  asked  all  who  came  by  if  they  wished  to  buy  the  bird. 

"Do  you  wish  to  buy  a  fine  parrot?"  said  the  old  man  to  all 
who  passed  by. 

"  Will  you  please  buy  my  parrot?"  said  the  old  man. 

But  no  one  wanted  the  bird. 

Finally,  one  day, .... 

At  length,  one  day .... 

At  length,  one  day  a  man  came  by. 

At  length,  one  day  a  man  came  by  who  took  a  fancy  to  the  bird. 

The  stranger  looked  at  the  bird. 

The  stranger  looked  at  the  bird  and  then  said  to  the  old  man, . . 

"  How  much  do  you  want  for  your  parrot?" 

The  old  man  replied,  "I  want  ten  dollars." 

The  old  man  replied,  "I  will  sell  him  for  ten  dollars." 

The  stranger  looked  at  the  bird  and  said,  "Are  you  worth  it?" 

The  parrot  replied,  "There  is  no  doubt  about  it." 

The  man  was  so  pleased  with  the  reply .... 

The  man  was  so  pleased  with  the  answer .... 

The  man  was  so  pleased  with  the  answer  that  he  bought  the 
bird. 

He  took  him  home  and  thought  he  could  talk  more. 

He  took  him  home  and  tried  to  make  him  talk  more. 

But  the  parrot  could  only  say  this  one  sentence. 

The  man  was  disappointed  —  angry  —  very  angry. 

He  said,  "What  a  fool  I  was  to  pay  ten  dollars  for  you." 

He  said,  "What  a  fool  I  was  to  pay  so  much  for  you." 

The  bird  replied,  "There  is  no  doubt  about  it." 


LIP-READING  FOR  THE  DEAF 


49 


THE   PARROT 

Once  an  old  man  had  a  parrot  that  he  wished  to  sell.  He  had 
taught  the  parrot  to  say  the  sentence,  "  There  is  no  doubt  about 
it." 

Then  he  took  the  parrot  out  into  the  street  where  many  people 
passed  by.  He  asked  everyone,  "Do  you  wish  to  buy  a  fine 
parrot?"  But  no  one  wanted  the  bird. 

Finally,  one  day,  a  man  came  along  who  took  a  fancy  to  the 
bird.  He  asked  the  price  of  the  parrot.  The  old  man  said, 
"I  will  sell  him  to  you  for  ten  dollars." 

The  stranger  looked  at  the  bird  and  said,  "Are  you  worth  it?" 

The  parrot  replied,  "There  is  no  doubt  about  it." 

The  man  was  so  pleased  with  this  reply  that  he  bought  the 
bird.  He  took  him  home  expecting  that  he  could  talk  more. 
But  the  parrot  could  only  say  this  one  sentence. 

The  man  was  so  disappointed  and  he  said  to  himself,  "What  a 
fool  I  was  to  pay  ten  dollars  for  you." 

The  bird  replied,  "There  is  no  doubt  about  it." 

And  the  bird  was  right. 


LESSON   VII 


I.  r  after  a  vowel. 

The  movement  for  r  after  a  vowel  varies.  Often  we  see  no 
other  movement  besides  the  vowel.  Sometimes  we  see  a  down- 
ward movement  and  sometimes  we  see  the  tip  of  the  tongue 
slightly  raised  forming  a  glide  r. 

II.  Mirror  Practice  on  Sounds. 

Note.  So  much  depends  upon  the  word  that  follows  the  final 
letter  r,  that  we  practice  no  syllables  in  this  lesson. 


B 

I.     Sentence  Practice. 

(a)    Where  is  ... 
Where  was  .  .  . 
Where  were  .  .  . 

There  were  .  .  . 
There  was  .  . . 
There  is  ... 
Here  is  ... 
Here  was  .  .  . 
Here  were  . . . 

Who  was  here? 
Who  was  there? 
Were  you  there? 
Were  they  here? 
When  were  they  here? 
When  were  you  there? 

(50) 


LIP-READING  FOR  THE  DEAF 

I  was  there  before  you. 

She  was  here  before  you  came. 

He  will  be  there. 

Be  sure  to  go  there. 

He  will  be  sure  to  go. 

He  will  be  sure  to  say  so  to  them. 

He  will  be  sure  to  write  to  them. 

They  will  be  sure  to  read  the  letter. 

Be  sure  to  buy  some  more. 

Shall  I  buy  much  more? 

Shall  I  write  much  more? 

Shall  I  read  much  more? 

Do  you  believe  that  she  will  give  me  much  more? 

Do  you  believe  there  is  much  more? 

There  were  a  few  more. 

I  believe  there  were  a  few  more. 
I  believe  there  were  four  more. 
I  am  sure  there  were  four  more. 
I  am  sure  there  were  four  or  more. 
I  must  write  four  letters. 
I  must  write  four  more. 

You  are  right.     There  were  more. 

Are  you  sure  that  there  were  more? 

I  cannot  remember  how  many  there  were. 

I  believe  there  were  four  or  five. 

I  believe  there  were  four  or  five  more. 


(b)   How  far  did  you  go? 
Is  it  far  off? 
Is  it  far  away? 
Is  it  far  from  here? 
How  far  is  it  from  here? 
How  far -is  it  to  the  car? 
How  far  did  you  ride  on  the  car? 
How  far  does  this  car  go? 
What  is  the  fare  on  the  car? 
Have  you  paid  your  fare? 


52  THE  MULLER-WALLE  METHOD 

Will  you  pay  my  fare? 

Will  you  give  me  my  share? 

Are  you  sure  that  this  is  the  right  car? 

Be  sure  to  go  to  the  fair. 

Be  sure  to  come  early. 

Be  sure  to  go  with  them. 

Be  sure  to  reply. 

Be  sure  to  remember  what  he  says. 

Be  sure  to  tell  me  all  about  it. 

Be  sure  to  be  there  on  time. 

Be  sure  to  see  them  all. 

Be  sure  to  find  out  about  it. 

Do  you  care  to  hear  about  it? 

Do  you  care  for  more? 

Do  you  care  to  see  it? 

Do  you  care  to  go  to  the  fair? 

Do  you  care  to  go  there? 

(c)    There  is  some  sugar  for  your  coffee. 
There  is  no  more. 

There  is  something  wrong  about  it. 
There  is  the  book  that  I  wish  to  read. 
There  is  my  father. 
There  is  a  rose  on  my  rosebush. 

Here  is  a  rose  for  your  mother. 
Here  is  the  house  that  I  wish  to  buy. 
Here  is  some  paper  for  you. 
Here  are  my  rubbers. 

Where  are  they? 

Where  were  they? 

Where  were  the  papers? 

Where  were  you  when  they  came? 

Come  here. 

Who  is  here?     Who  was  there? 
What  did  you  hear  about  it? 
How  did  she  hear  about  it? 


LIP-READING  FOR  THE  DEAF  53 

• 

You  will  hear  from  me  before  long. 
How  did  she  appear? 

They  appear  to  be  very  happy  in  their  new  home. 
I  would  rather  go  with  her. 
We  were  there  for  over  an  hour 
I  am  sure  that  it  was  more  than  an  hour. 

(d)   Do  you  care  to  go  there? 
Did  you  pay  my  car-fare? 
What  did  she  wear  when  she  went  to  the  fair  with 

you? 

She  wore  a  red  gown  and  a  very  becoming  hat. 
The  hat  that  she  wore  was  not  becoming  to  her. 
I  must  buy  a  pair  of  shoes  and  a  pair  of  rubbers  to 

wear  at  the  sea-shore. 
What  did  you  buy  at  the  fair? 

Did  you  hire  a  house  at  the  sea-shore  for  the  summer? 
I  read  in  the  paper  that  the  house  is  for  sale. 
I  shall  not  go  before  supper. 

We  must  go  to  the  pier  to  see  the  ship  before  supper. 
Do  you  remember  the  way  to  the  pier? 
I  hope  they  will  offer  to  show  me  the  way  to  the  fair. 
You  may  refer  to  me  if  you  wish. 
What  did  you  offer  them  for  supper? 
I  shall  offer  to  go  to  the  farm  for  her,  if  the  weather 

is  fair. 
What  year  was  it  that  they  went  to  the  sea-shore 

with  us? 

It  was  the  same  year  they  came  from  Rome. 
I  don't  remember  what  year  it  was. 
They  came  in  by  the  rear  door,  so  that  I  did  not  hear 

them. 

II.     Vocabulary. 

These  words  may  be  used  to  form  new  sentences. 

NOUNS  —  car,  oar,  core,  fare  (fair),  bear,  hair  (hare),  care,  air, 
pear,  mare,  fear,  beer,  pier,  hour,  power,  shower, 
fire. 


54  THE  MULLER-WALLE  METHOD 

VERBS  —  care,  fare,  pare,  share,  wear,  fear,  shear. 

ADJECTIVES  OR  ADVERBS  —  where,  whereabout,  sheer,  far,  more, 
four,  here,  there. 

C  —  Exercise  Story 

I  write. 

They  write. 

They  write  to  me. 

They  will  write  to  me. 

They  may  write  to  her. 

Will  you  write? 

Will  you  write  to  me? 

Will  you  write  to  me  before  you  go? 

Write  to  me  as  soon  as  you  can  —  arrive. 

I  have  written  the  letter  —  exercise  —  report. 

She  wrote  the  exercise. 

She  wrote  the  letter  to  her  friend. 

Did  you  write  your  letter  this  morning? 

As  soon  as  she  writes  to  me  I  will  let  you  know. 

Probably  he  will  write  to  them  before  he  goes. 

What  did  he  write? 

Why  did  he  write  to  his  friend? 

He  wrote  to  his  friend  because  he  had  forgotten  his  umbrella 
at  his  house. 

When  he  found  that  he  had  left  his  umbrella  at  his  friend's 
house  he  wrote  to  him. 

He  wrote  to  him  at  once. 

Immediately  he  wrote  a  note  to  him. 

He  immediately  wrote  a  note  to  his  friend  asking  him  to  send 
the  umbrella  that  he  had  left  at  his  house. 

Have  you  heard  the  story? 

Have  you  heard  the  story  about  the  man  who  thought  that  he 
had  left  his  umbrella  at  his  friend's  house? 

So  he  wrote  a  note. 

So  he  wrote  a  note  asking  him  to  return  the  umbrella  by  the 
bearer  of  the  note. 

He  wrote  a  note  saying  —  "I  have  left  my  umbrella  at  your 


LIP-READING  FOR  THE  DEAF  55 

house.  Will  you  please  be  kind  enough  to  send  me  the  same  by 
the  bearer  of  the  note?" 

He  closed  the  letter. 

He  was  about  to  seal  the  letter. 

When  he  was  about  to  seal  the  letter 

Just  as  he  was  about  to  seal  the  letter  he  found  the  umbrella. 

So  he  added  a  postscript. 

He  took  the  letter  and  added  the  following  postscript. 

He  added  this  postscript.  "I  have  found  my  umbrella  so  do 
not  take  the  trouble  to  look  for  it." 

As  I  have  found  my  umbrella  you  need  not  take  the  trouble  to 
look  for  it. 

Then  he  closed  the  letter. 

After  closing  the  letter  —  note .... 

Then  after  closing  the  letter,  he  sealed  it  and  sent  it  to  his 
friend. 

Just  before  closing  the  letter,  he  found  the  umbrella  so  he 
added  a  postscript,  saying,  "I  have  just  found  my  umbrella,  so 
I  will  not  trouble  you  to  look  for  it." 

THE   POSTSCRIPT 

One  day  a  gentleman  went  to  call  on  his  friend.  When  he 
returned  home  he  thought  that  he  had  left  his  umbrella  at  the 
friend's  house. 

So  he  wrote  him  a  note  saying,  "I  have  left  my  umbrella  at 
your  house,  will  you  please  be  kind  enough  to  send  the  same  to 
me,  by  the  bearer  of  the  note?" 

Before  he  had  a  chance  to  send  the  letter,  he  found  his  um- 
brella. He  took  the  note,  opened  it,  and  added  the  following 
postscript : 

"As  I  have  just  found  my  umbrella,  do  not  take  the  trouble  to 
look  for  it."  Then  he  closed  the  letter  and  sent  it  to  his  friend. 


LESSON  VIII 
A 

I.  r   after   f,    b,   p   and   th. 

fr,  br  (pr),  thr  show  a  forward  movement  of  the  lips.  If 
the  vowel  demands  a  forward  movement  as  in  the  case  of  fro 
and  froo  or  bro  and  broo,  the  vowel  sound  is  simply  retarded. 

II.  Mirror  Practice  on  Sounds. 

1.  Difference  between  f  and  fr,  etc. 
Pronounce  rapidly  in  one  breath:  — 

f af af a  —  fra 
f  of  of  o  —  fro 
f ef ef e  —  fre 

Notice  the  forward  movement  in  syllables  containing  the  r 
before  the  vowel. 

Notice  the  same  in:  - 

the  f a_the  fa     _the  fa —  —  the  frame 

the  bou^the  bou  ^the  bou  —  —  the  brow 

the  f  ee\_the  fee    ^.the  fee  —  —  the  free 

the  be^the  bl     ^the  bl  -  -  the  bribe 

2.  Difference  between 

fa_fra  fou^frou 

fo^fro  fa^fra 
foS^froo 

fa^fra  ba^bra 

fe^fre  bo^,bro 

fl^frl  etc. 
(56) 


LIP-READING  FOR  THE  DEAF  57 

3.     Further  comparison. 

Repeat  rapidly  in  one  breath:  - 

so^fe  so^,bi  so^ba 

so^fre  so^bri  so^bra 

ma^,fi  sa^bou  ma^fa 

rna^frl  sa^brou  ma\_fra 

so^beb  re  sa\befe  sabeba 


frl  sa    be    bro  so    be    bra 


I.     Sentence  Practice 

(a)    Throw  it  away. 
Throw  it  back. 
Throw  it  off. 
Throw  it  to  me. 
Throw  it  over. 
Throw  it  down. 
Throw  it  up  into  the  air. 
Why  do  you  throw  it  away? 
I  will  throw  it  away. 
She  threw  it  down  to  me. 
He  threw  it  away. 

I  would  throw  that  away  if  I  were  you. 
Throw  it  away  at  once. 
How  far  can  you  throw  the  ball? 
When  will  you  be  through? 
They  will  surely  be  through  by  that  time. 
I  shall  be  through  in  half  an  hour. 
We  shall  probably  be  through  by  three. 
She  was  here  from  three  to  four. 


58  THE  MULLER-WALLE  METHOD 

How  far  is  it  from  here  to  there? 

How  far  is  it  from  there  to  the  pier? 

The  boy  was  here  from  four  to  five. 

Come  from  three  to  four. 

They  came  from  far  and  near. 

We  saw  the  ship  afar. 

The  ship  was  far  from  the  shore. 

(b)   Where  is  my  frame? 

What  kind  of  a  frame  have  you? 

What  is  the  price  of  the  frame? 

I  saw  the  frame. 

I  will  carve  a  frame  for  you. 

He  showed  me  the  brown  frame. 

I  will  have  it  framed. 

I  am  afraid. 

I  am  afraid  I  have  no  more. 

What  are  you  afraid  of? 

I  broke  my  frame. 

I  am  afraid  that  he  will  break  it. 

Do  not  break  it. 

Break  it  off. 

Break  it  off  in  two. 

Break  it  in  halves. 

She  broke  the  cake  in  halves. 

Can  you  break  it  in  halves  for  me  ? 

Be  careful  not  to  break  it. 

Who  broke  my  brown  frame? 

The  boy  was  very  brave. 

Be  brave. 

Be  brief. 

You  must  write  a  brief  report. 

The  report  must  be  brief. 

(c)    Bring  me  the  frame. 
Bring  me  the  book. 
Bring  me  the  report. 
Bring  me  the  broom. 
Bring  me  the  fruit. 


LIP-READING  FOR  THE  DEAF  59 

Bring  me  some  fresh  fruit. 

Bring  me  a  good  broom. 

Bring  me  a  brief  report. 

Bring  me  a  brown  frame. 

Bring  it  to  me. 

Bring  it  with  you  when  you  come. 

Have  you  brought  it  with  you? 

Have  you  brought  the  report  with  you? 

Be  sure  to  bring  it  with  you. 

It  must  be  brief. 

I  shall  be  free  from  three  to  five. 

We  will  be  here  on  Friday  from  twelve  to  one. 

She  walked  to  and  fro. 

They  move  about  from  place  to  place. 

They  remained  from  beginning  to  end. 

She  worked  very  hard  from  first  to  last. 

I  shall  go  more  frequently  from  now  on. 

He  goes  to  see  them  from  time  to  time. 

The  boy  brought  some  fresh  fruit  from  the  farm. 

He  brought  home  the  paper. 

(d)   Show  me  the  brown  frame  that  you  bought. 
Did  you  have  the  picture  framed? 
Did  you  make  this  frame  or  did  you  buy  it? 
I  am  afraid  I  cannot  go,  as  I  promised  to  be  at  home 

from  three  to  four. 

Will  you  buy  a  loaf  of  bread  for  me  when  you  go  out? 
Will  you  have  a  piece  of  brown  bread  and  some  fruit? 
Are  you  fond  of  fruit-cake? 
She  wore  a  brown  hat  with  a  broad  brim. 
The  broad  brim  will  shade  your  eyes. 
What  is  the  price  of  the  brown  hat  in  the  window? 
That  is  too  high-priced  for  my  means. 
The  boy  is  very  proud  of  the  prize  that  he  won  at 

school. 

Will  you  write  a  brief  report  before  to-morrow? 
Remember  that  the  report  is  to  be  very  brief  and  that 

it  is  to  be  ready  before  Friday. 
Come  promptly  on  Friday  and  bring  the  frame  with  you. 


60  THE  MULLER-WALLE  METHOD 

Bring  me  the  book  after  you  have  read  it. 

I  saw  a  bird  on  the  branch  of  the  fruit-tree. 

The  boys  have  been  fishing  in  the  brook. 

How  far  is  it  from  here  to  the  brook? 

How  long  will  it  take  to  walk  to  the  brook? 

That  was  a  surprise. 

It  was  a  surprise  to  see  them  on  Friday. 

Can  you  prove  that? 

Show  me  the  proof. 

How  can  you  prove  that  you  are  right? 


II.     Vocabulary. 

These  words  may  be  used  to  form  new  sentences: 

NOUNS  —  frame,    freight,    friend,    fright,    fruit,    bread,    breath, 
breeze,  bridge,  brush,  prey,  praise,  prose. 

VERBS  —  fry,  break,  broke,    prey,  bring,  preach,  pray. 
ADJECTIVES  —  free,  fresh,  brave,  brief,  bright,  proud,  three. 

C  —  Exercise  Story 

Frederick  the  Great  had  a  large  army. 
He  had  many  soldiers. 
He  had  many  new  soldiers. 
He  often  had  new  soldiers. 
He  had  often  had  new  soldiers  in  his  army. 
Whenever  he  saw  a  new  soldier  in  his  army  he  asked  him  three 
questions. 

He  was  in  the  habit  of  asking  him  three  questions.. 

He  was  in  the  habit  of  asking  him  these  three  questions. 

"How  old  are  you?" 

''How  long  have  you  been  in  my  service?" 

"Are  you  satisfied  with  your  pay  and  treatment?" 

The  king  always  asked  the  questions  in  the  same  order. 

One  day  a  new  soldier  was  admitted  to  the  army. 

One  day  a  Frenchman  was  admitted  to  the  army. 


LIP-READING  FOR  THE  DEAF  6 1 

It  happened  that  a  Frenchman  was  admitted  to  the  army. 

It  happened  that  a  Frenchman  who  did  not  understand  Ger- 
man was  admitted  to  the  army. 

One  of  the  officers  had  told  him  the  answers  to  the  three  ques- 
tions. 

The  soldier  learned  the  answers  to  the  three  questions. 

The  soldier  learned  the  answers  to  the  three  questions  in  the 
order  in  which  the  king  asked  them. 

He  learned  the  answers  without  knowing  the  meaning. 

When  the  king  came  to  review  the  troops,  .  .  . 

When  the  king  came  to  review  the  troops  he  saw  the  new 
soldier. 

He  immediately  saw  the  new  soldier. 

Seeing  the  new  soldier,  he  stepped  up  to  him. 

Seeing  the  new  soldier,  he  stepped  up  to  him  to  ask  the  usual 
three  questions. 

Unfortunately,  however,  he  began  with  the  second  question. 

Unfortunately,  however,  on  this  occasion  he  began  with  the 
second  question. 

"How  long  have  you  been  in  my  service?" 

The  soldier  thought  it  was  the  first  question. 

Thinking  it  was  the  first  question,  the  soldier  replied,  "Twenty- 
one  years." 

"What!"  said  the  king,  "How  old  are  you  then?" 

"One  year,"  was  the  reply. 

"Upon  my  word,"  said  the  king,  "either  you  or  I  must  be 
mad." 

"Both,"  replied  the  soldier,  as  he  had  been  taught. 

"Well,"  said  Frederick,  "this  is  the  first  time  that  I  have  been 
called  a  madman." 

"What  do  you  mean  by  it?" 

The  poor  soldier  saw  that  the  king  was  angry. 

Seeing  that  the  king  was  angry,  the  soldier  told  the  king  that 
he  did  not  know  German. 

The  poor  soldier  explained  in  French  that  he  did  not  under- 
stand one  word  of  German. 

Seeing  that  the  king  was  angry,  the  poor  soldier  explained  how 
the  mistake  had  happened. 

When  the  mistake  was  explained  to  the  king  he  laughed  heartily. 


62  THE  MULLER-WALLE  METHOD 

The  king  told  the  soldier  to  learn  German  as  soon  as  possible. 
He  told  him  to  learn  German  as  quickly  as  possible  and  that  he 
had  no  doubt  but  that  he  would  make  a  very  good  soldier. 


FREDERICK  THE  GREAT  AND  THE  SOLDIER 

Frederick  the  Great  paid  so  much  attention  to  his  regiments 
of  guards,  that  he  knew  personally  every  one  of  the  soldiers. 
Whenever  he  saw  a  new  one,  he  immediately  asked  him  the  three 
following  questions.  "How  old  are  you?"  "How  long  have 
you  been  in  my  service?"  "Are  you  satisfied  with  your  pay 
and  treatment?"  It  happened  that  a  young  Frenchman,  who 
did  not  understand  a  word  of  German,  enlisted  into  the  Prussian 
service.  The  soldier  had  learned  the  answers  to  the  three  ques- 
tions in  the  order  in  which  the  king  generally  asked  them.  He 
did  not  know  the  meaning. 

When  the  king  came  to  review  the  troops  he  saw  the  new 
soldier.  Unfortunately,  on  this  occasion,  he  began  with  the 
second  question.  "How  long  have  you  been  in  my  service?" 

The  Frenchman  replied,  "Twenty-one  years." 

"What,"  said  the  king.     "How  old  are  you  then?" 

"One  year,"  was  the  reply. 

"Upon  my  word,"  said  Frederick,  "you  or  I  must  be  mad." 

"Both,"  replied  the  soldier,  thinking  that  it  was  the  third 
question. 

"Well,"  said  the  astonished  monarch,  "this  is  the  first  time 
that  I  have  ever  been  called  a  mad-man  by  one  of  my  soldiers. 
What  do  you  mean  by  it,  sir?" 

The  poor  fellow,  seeing  that  the  king  was  very  angry,  explained 
in  French,  that  he  did  not  understand  a  word  of  German. 

"Oh!  Is  that  so?"  said  Frederick.  "Well,  learn  it  as  soon  as 
possible,  and  I  have  no  doubt  but  that  you  will  make  a  very 
good  soldier." 


LESSON  IX 


I.     r  after  c  and  g. 

cr  and  £r  have  the  same  forward  movement  as  the  combina- 
tions of  the  preceding  lesson. 

Note.     As  cr  and  £r  look  alike,  we  practice  only  one  of  these 
in  syllables. 


II.     Mirror  Practice  on  Sounds. 

1.     Difference  between:  — 

camera  ke(ce)_cre 


cooler  oo  cou^crou 

camera  camera 

Notice  the  forward  movement  in  syllables  containing  r  before 
the  vowel. 


2.     Further  Comparisons. 

Pronounce  rapidly:  — 

the  era    —  the  ca 
cro     —  the  co 
crou  —  the  cow 
croo  —  the  coo 
cri     —  the  kl 
era    —  the  ca 

(63) 


64  THE  MULLER-WALLE  METHOD 

3.     Practice  i— 

See  the  cape.  Keep  away. 

See  the  crape  (or  grape).         Creep  away. 

Show  me  the  cane.  Where  is  the  cave? 

Show  me  the  crane.  Where  is  the  grave? 

Note.  Remember  to  speak  perfectly  naturally  and  as  rapidly 
as  possible  in  practising  all  exercises  before  the  mirror,  and  also 
insist  upon  this  when  others  are  giving  the  sentences. 


B 
I.     Sentence  Practice. 

(a)   It  grows. 
It  grew. 
How  it  grows! 
How  it  has  grown! 
How  it  grew! 
The  flowers  grew. 
The  flowers  grew  by  the  roadside. 
The  flowers  grew  in  the  garden. 
Where  does  it  grow? 
Can  you  tell  me  where  it  grows? 
Can  you  tell  me  where  this  flower  grows? 
It  grew  by  the  river. 
It  grew  by  the  roadside. 
It  grows  in  the  South. 
I  believe  it  grows  in  the  South. 
I  have  seen  it  a  great  many  times. 
I  have  a  great  many  more. 
There  were  a  great  many  more. 
I  am  sure  there  were  a  great  many  more. 
We  have  been  there  a  great  many  times. 
She  writes  a  great  deal. 
She  reads  a  great  deal. 


LIP-READING  FOR  THE  DEAF  65 

She  spends  a  great  deal  of  time  reading. 

That  would  be  a  great  deal  worse. 

It  would  be  a  great  deal  better  to  do  it  now. 


(b)       Cross  it  out. 

Cross  over  to  the  other  side. 

Cross  the  river. 

Cross  the  street. 

Cross  the  ocean. 

She  was  so  cross  this  morning. 

He  was  cross  because  I  criticised  him. 

That  is  wrong;   cross  it  out. 

Shall  we  cross  over  to  the  other  side? 

Shall  we  row  across  the  river? 

I  crossed  the  ocean  a  great  many  years  ago. 

How  did  you  happen  to  come  across  the  book? 

They  live  in  the  house  across  the  way. 

Did  you  hear  the  cry? 

They  cried  for  help. 

The  children  were  playing  by  the  creek. 

One  of  the  children  fell  into  the  creek. 

Did  you  hear  the  child  cry  when  it  fell  into  the  creek? 

Can  you  crochet? 

Can  you  play  croquet? 

Will  you  have  a  game  of  croquet? 

The  children  were  playing  croquet  on  the  grass. 


(c)    Will  you  have  some  grapes? 

Will  you  have  some  green  grapes? 

Are  you  fond  of  grape-fruit? 

Are  the  grapes  ripe? 

Have  you  a  grape-vine  in  your  garden? 

Shall  we  go  to  the  grove? 

There  is  a  fine  grove  behind  our  house. 

The  farmer  has  raised  a  fine  crop  of  grain. 

What  kind  of  grain  do  they  use  to  make  flour? 

The  grain  is  ripe. 


66  THE  MULLER-WALLE  METHOD 

The  grapes  are  ripe. 

When  the  grapes  are  ripe  I  will  bring  you  some. 

I  prefer  the  grape-fruit. 

Will  you  have  some  cream? 

I  prefer  the  cream  in  my  coffee. 

The  cream  is  sour. 

We  have  fresh  cream  from  the  farm  every  morning. 

The  boy  brings  the  cream  and  the  fruit  from  the 

farm. 

I  saw  a  crow  on  the  branch  of  the  tree. 
Do  you  remember  the  story  about  the  crow? 
The  crow  is  a  bird. 
The  crane  is  a  bird. 
I  saw  the  crane  in  the  water. 

(d)  There  were  a  great  many  grapes  on  the  vine. 
We  have  a  great  deal  of  work  to  do. 
It  would  be  a  great  mistake  to  do  that. 
The  ship  has  gone  on  a  cruise  around  the  world. 
How  large  is  the  ship's  crew? 
Was  the  crew  saved  when  the  ship  sank? 
She  was  very  cross  when  I  criticised  her  work. 
He  will  be  cross  if  you  criticise  him. 
They  live  in  the  brown  house  across  the  way. 
The  car  was  crowded  this  morning. 
Did  you  see  the  crowd  on  the  street  this  morning? 
The  grass  in  front  of  our  house  has  grown. 
How  the  boy  grows! 
I  wish  you  would  bring  me  some  grapes  from  your 

vine. 
We  have  a  great  many  grapes  on  our  grape-vine  this 

year. 

I  bought  some  grape-fruit  at  the  fruit-store. 
What  is  the  price  of  those  green  apples? 
What  kind  of  grapes  do  they  use  to  make  wine? 
We  must  make  a  fire  in  the  grate. 
The  ground  is  frozen. 
You  must  take  the  green  car. 
The  green  car  passes  our  house. 


LIP-READING  FOR  THE  DEAF  67 

II.     Vocabulary. 

These  words  may  be  used  to  form  new  sentences: 

NOUNS  —  crane,  cream,  creek,  crew,  crib,  croquet,  croup,  crow, 
grain,  grammar,  grape,  grass,  grandmother,  grandfather, 
Greek,  Greece,  grief,  grocer,  groom,  groove,  growth. 

VERBS  —  croak,  crave,  crawl,  creep,  crochet,  grow,  grew,  grope. 
ADJECTIVES  —  cross,  grave,  green,  gray,  great. 

C  —  Exercise  Story 

Did  you  ring  the  bell? 
Did  you  hear  the  bell  ring? 
Who  rang  the  bell? 
Did  the  visitor  ring  the  bell? 
Does  the  bell  ring  often? 
I  do  not  like  to  have  the  bell  ring  often. 
It  annoys  me  to  have  the  bell  ring  often. 
Who  answered  the  bell? 
Who  went  to  the  door? 

Who  came  to  the  door  when  you  rang  the  bell? 
A  visitor  was  at  the  door. 
A  gentleman  was  often  annoyed  by  a  visitor. 
Do  you  know  the  person  at  the  door? 
Who  is  the  person  at  the  door? 
I  am  expecting  a  visitor. 
I  am  annoyed  by  that  visitor. 
I  am  annoyed  by  the  visit  of  a  tiresome  person. 
A  gentleman  was  often  annoyed  by  the  visit  of  a  tiresome 
person. 

The  gentleman  did  not  wish  to  see  this  man. 

He  told  his  servant  not  to  admit  him  again. 

Finally  he  ordered  his  servant  not  to  admit  this  man  again. 

One  day  .  .  . 

One  day  the  bell  rang. 

One  day  the  bell  rang  and  the  servant  went  to  the  door. 

Then  the  servant  went  to  the  door  . . . 


68  THE  MULLER-WALLE  METHOD 

When  the  servant  opened  the  door  . . . 

When  the  servant  opened  the  door  he  saw  the  unwelcome 
visitor. 

The  latter  asked  the  servant  . . . 

The  latter  asked  the  servant,  "Is  your  master  at  home?" 

The  servant  wanted  to  be  polite. 

The  servant  wished  to  be  polite. 

The  servant  wished  to  dismiss  him  politely. 

When  the  unwelcome  visitor  asked  the  servant,  "Is  your  master 
at  home?"  the  latter,  wishing  to  dismiss  him  politely,  said  that 
he  was  out. 

Then  the  visitor  said,  "Is  your  mistress  at  home?" 

The  visitor  said  to  the  servant,  "Tell  your  mistress  that  I 
would  like  to  see  her." 

"I  would  like  to  see  your  mistress.  I  have  something  impor- 
tant to  tell  her." 

The  servant  replied,  "She  is  out,  too." 

Did  the  visitor  go  away  then? 

Did  he  leave  then? 

No,  he  did  not  go  away. 

He  wished  to  wait  for  them. 

He  said  he  would  wait  for  them. 

It  is  very  cold  to-day. 

It  is  so  cold  I  cannot  wait  outside. 

It  is  too  cold  to  wait  on  the  street. 

As  it  is  so  cold  I  will  come  in. 

I  will  come  in  and  sit  down  by  the  fire. 

As  it  is  so  cold,  I  will  come  in  and  take  a  seat  by  the  fire. 

The  visitor  said  to  the  servant,  "It  is  too  cold  to  wait  out- 
side, may  I  come  in  and  sit  down  by  the  fire?" 

But  the  servant  said,  "I'm  sorry,  that's  out,  too." 

"Oh,"  replied  the  servant  with  the  greatest  calmness,  "That's 
out,  too." 

THAT   IS    OUT   TOO 

A  gentleman  was  often  annoyed  by  a  tedious  visitor.  He  told 
his  servant  never  to  let  this  person  into  the  house  again.  When 
the  unwelcome  visitor  came  and  asked  the  servant,  "Is  your 
master  at  home?"  the  servant  replied  politely  that  he  was  out. 


LIP-READING  FOR  THE  DEAF  69 

Then  the  visitor  remarked:  "Tell  your  mistress  that  I  would 
like  to  see  her,  as  I  have  something  to  say  to  her."  The  servant 
answered  that  she,  too,  was  out.  The  visitor  then  said  that  he 
would  wait  for  her,  but  as  it  was  cold,  he  would  take  a  seat  by 
the  fire  in  the  parlor.  But  the  servant  replied,  with  the  greatest 
calmness:  "That  is  out,  too." 


LESSON  X 
A 

I.  1  after  f,  s9  b  (p)  at  the  beginning  of  a  word. 

fl,  si,  bl,  (pi).  In  pronouncing  1,  the  tip  of  the  tongue  is 
placed  against  the  upper  gum.  Generally  the  action  of  the 
tongue  is  seen.  The  vowel  movement  is  somewhat  prolonged 
in  syllables  containing  the  1  after  f,  s,  b  (p). 

II.  Mirror  Practice. 

1.     Difference  between :  — 


fa^fla 

sa^sla 

ba_bla 

fo^flo 

sS^slo 

bo^blo 

foo^floo 

soo^sloo 

bSo^bloo 

fa^fla 

sa^sla 

ba^bla 

fe^fle 

se^sle 

be^ble 

fou^flou 

sSu^slou 

bou^blou 

f  I  Jill 

si    sli 

bi    bli 

fir    fllr  sir    slur  bur    blur 


2.     Pronounce  rapidly:  - 

She  may  pay.  That  may  be  so. 

She  may  play.  That  may  be  slow. 


the  bow  —  the  blow, 
the  burr  —  the  blur, 
the  feet  — the  fleet, 
the  soap —  the  slope, 
the  soup —  the  sloop. 
(70) 


LIP-READING  FOR  THE  DEAF  71 

3.     Difference  between  f r  and  II,  and  between  br  and  bl. 
Pronounce  rapidly:  — 

the  frame  —  the  flame 
the  fruit     —  the  flute 
the  fright   --  the  flight 
the  broom  —  the  bloom 

Notice  that  in  frame  we  see  a  forward  movement  before  the 
vowel,  and  in  flame  we  see  the  movement  of  the  tongue  before 
the  vowel,  etc. 


I.     Sentence  Practice. 

(a)    Will  you  play? 
Can  you  play? 
Did  you  play? 
Did  she  play? 
Did  she  play  for  you? 
How  did  he  play? 
Shall  I  play  to  you? 
Let  me  play. 
Let  us  play. 
Let  us  go  to  the  play. 
Let  us  go  to  see  the  play? 
Let  us  go  to  see  the  play  to-morrow  afternoon. 
What  play  did  you  see? 
What  play  did  they  give? 
Did  you  say  that  the  play  was  good? 
Shall  we  ask  them  to  go  to  the  play  with  us? 
What  place  is  this? 
Is  this  the  place  you  mean? 
Please  show  me  the  place. 
The  place  is  far  away. 
The  place  I  mean  is  far  away. 
I  am  sure  that  you  will  find  it  in  the  same  place. 


72  THE  MULLER-WALLE  METHOD 

I  shall  be  pleased  to  see  them. 

They  were  pleased  to  receive  the  flowers. 

Please  play  that  over  and  play  it  more  slowly. 

(b)  How  did  you  sleep? 
Did  you  sleep  well? 

I  was  very  sleepy  this  afternoon. 

She  is  very  slow  about  it. 

Slow  but  sure. 

Please  show  me  the  place. 

There  is  a  sloop  in  the  harbor. 

Did  you  see  the  sloop? 

Who  was  to  blame? 

He  always  blames  me. 

How  could  you  blame  him! 

Have  you  found  out  who  was  to  blame? 

The  bird  flew  away. 

The  bluebird  flew  to  and  fro. 

The  wind  blows. 

How  the  wind  blew! 

This  blue  flower  grew  by  the  roadside. 

The  name  of  the  play  was  "The  Bluebird." 

Have  you  ever  read  the  story  of  "Bluebeard"? 

The  water  is  so  blue. 

Blue  is  very  becoming  to  her. 

She  wore  a  black  hat  with  a  plume. 

I  bought  a  beautiful  blue  plume. 

Blow  the  flame. 

"Little  Boy  Blue  come  blow  your  horn." 

(c)  The  farmer  has  a  flock  of  sheep. 
I  saw  a  flock  of  birds  fly  away. 
A  flock  of  birds  flew  South. 
The  phlox  is  a  beautiful  flower. 
The  flax  has  a  blue  flower. 
Where  does  the  flax  grow? 

Have  you  ever  seen  a  field  of  flax  in  bloom? 
My  rose-bush  is  in  bloom. 
The  farmer  ploughs  the  field. 


LIP-READING  FOR  THE  DEAF  73 

Will  you  help  me  plant  the  rose-bush? 

Where  shall  we  plant  it? 

My  plants  thrive  well. 

Will  you  go  for  a  sleigh-ride  with  me? 

Are  you  fond  of  sleighing? 

Give  me  a  slice  of  bread? 

The  fox  is  very  sly. 

If  you  are  so  slow  you  will  not  be  through  in  time. 

He  plays  too  slowly. 

How  slowly  the  river  flows! 

The  slaves  were  set  free. 

(d)   I  will  play  to  you  for  an  hour  this  afternoon. 
Are  you  going  to  take  part  in  the  play? 
They  always  play  very  well. 
She  wore  her  new  blue  hat  to  the  play . 
Her  new  black  hat  is  too  large. 
A  blue  hat  with  a  plume  would  be  becoming  to  her. 
I  prefer  the  blue  one. 
I  shall  buy  the  black  one. 
Have  you  heard  him  play  the  flute? 
They  say  he  plays  the  flute  well. 
We  heard  the  blind  man  play  the  flute  on  the  street. 
Have  you  ever  been  to  the  school  for  the  blind? 
He  became  blind  some  time  ago. 
My  bird  flew  away  a  few  days  ago. 
Was  it  a  blackbird  or  a  bluebird? 
The  wind  blew  the  ships  far  out  to  sea. 
Which  way  does  the  wind  blow? 
I  saw  a  fleet  of  warships  in  the  harbor. 
The  fleet  was  far  from  the  shore. 
There  is  a  high  bluff  by  the  river. 
Will  you  walk  to  the  bluff  with  me? 
Shall  we  walk  to  the  bluff,  or  do  you  prefer  to  ride? 
Ask  him  to  give  you  the  black  frame  for  the  picture. 
Which  do  you  prefer,  the  black  frame  or  the  brown 

one? 
Will  you  give  me  the  pleasure  of  your  company  to  tea 

this  afternoon? 


74  THE  MULLER-WALLE  METHOD 

It  will  give  me  much  pleasure  to  go  to  the  play  with 
you. 

II.     Vocabulary. 

These  words  may  be  used  to  form  new  sentences: 

NOUNS  —  flame,  flaw,  fleece,  fleet,  flea,  flight,  flirt,  floor,  flour, 
flower,  fly,  blame,  blaze,  place,  blouse,  blow,  blur,  plough, 
plume. 

VERBS  —  bloom,  blow,  plough,  play,  blame,  blur,  ply. 
ADJECTIVES  —  blithe,  blue,  plain. 

C  —  Exercise  Story 

The  fox  fell  into  the  well. 
The  fox  fell  into  the  water. 
The  fox  fell  into  an  old  well. 
The  fox  fell  into  a  deep  well. 
The  sly  fox  fell  into  a  deep  well. 
One  day  a  sly  old  fox  fell  into  the  water. 
He  could  not  climb  out  of  the  well. 
He  was  unable  to  climb  out  of  the  well. 
Who  saw  the  fox? 
Who  saw  the  fox  fall  into  the  well? 
Who  happened  to  see  the  fox  fall  into  the  water? 
Who  chanced  to  see  the  fox  fall  into  the  water? 
Who  chanced  to  pass  by? 
Who  happened  to  pass  by  at  that  moment? 
A  goat  happened  to  pass  by. 

A  goat  who  chanced  to  pass  by  the  well  saw  the  fox. 
A  goat  who  chanced  to  be  passing  by  at  that  moment  saw  the 
fox  in  the  well. 

The  goat  looked  at  the  fox. 
The  goat  looked  down  at  the  fox. 
The  goat  spoke  to  the  fox. 
The  goat  asked  the  fox.  . . . 


LIP-READING  FOR  THE  DEAF  75 

"What  are  you  doing?" 

"What  are  you  doing  down  there  in  the  water?" 
The  fox  replied,  . . . 
The  fox  looked  up  at  the  goat. 
The  fox  cried  to  the  goat,  .  . . 
"Come  and  have  some  water." 
"  Come  and  have  a  drink  of  water." 
"Come  and  have  a  drink  of  this  clear  water." 
"  Come  and  have  a  drink  of  this  clear  cool  water." 
"  Come  and  have  a  taste  of  this  clear  cool  water." 
"Come  and  taste  this  clear  cool  water." 
"You  have  never  tasted  such  good  water." 
"You  have  never  tasted  such  clear  cool  water." 
"I  am  sure  you  have  never  tasted  such  fine  water." 
"  Surely  you  have  never  tasted  such  fine  water." 
"You  must  have  a  taste." 
"  Will  you  have  a  drink?" 
"Will  you  have  a  taste?" 
"  Come  and  have  a  sip  of  it." 

The  fox  looked  up  at  the  goat  and  said,  "This  is  surely  the 
best  water  I  have  ever  tasted.     Come  and  have  a  drink  of  it." 
"Come  down  and  I  will  give  you  a  drink." 
"Do  come  down  and  I  will  give  you  a  drink." 
So  the  goat  jumped  down. 
So  the  goat  jumped  down  into  the  water. 
So  the  silly  goat  jumped  down  into  the  water. 
He  found  the  water  good. 

He  found  the  water  to  be  as  good  as  the  fox  had  said. 
He  said,  "This  is  good  water." 
"This  is  indeed  good  water." 
"  Indeed  this  is  fine  water." 
"  I  was  very  thirsty." 

"I  was  very  thirsty  and  this  water  is  delicious." 
The  fox  said,  "You  may  drink  all  you  want." 
"Drink  as  much  as  you  wish." 
"  Drink  as  much  as  you  want." 
"Please  drink  all  you  want." 
When  the  fox  said  this,  . 
As  the  fox  said  this,  .  . . 


76  THE  MULLER-WALLE  METHOD 

While  saying  this,  . . . 

While  saying  this,  the  fox  jumped  upon  the  goat's  back. 

As  he  said  this,  the  fox  jumped  upon  the  goat's  back. 

He  leaped  on  the  goat's  back. 

He  leaped  on  the  goat's  back  and  then  on  his  horns. 

From  there  he  leaped  to  the  top  of  the  well. 

From  there  he  reached  the  top  of  the  well. 

From  there  he  could  reach  the  top  of  the  well. 

From  there  he  could  leap  to  the  top  of  the  well. 

From  there  he  could  leap  to  the  curb  of  the  well. 

Then  he  looked  back  into  the  well. 

Then  he  looked  back  into  the  well  at  the  goat. 

Then  he  called  back  to  the  goat. 

"Good-bye,  Mr.  Goat." 

"  Good-bye,  Mr.  Goat,  I  hope  you  will  get  all  the  water  you  wish." 

"I  hope  you  will  be  able  to  quench  your  thirst,  and  then  be 
able  to  find  your  way  out." 

"I  hope  after  quenching  your  thirst,  you  will  be  able  to  find 
your  way  out  of  the  well." 

He  left  the  goat. 

He  did  not  wait  for  the  goat. 

He  left  the  goat  to  find  his  way  out  as  best  he  could. 

He  went  away  and  left  the  goat  to  his  fate. 

THE   FOX   IN   THE    WELL 

A  sly  old  fox  fell  into  a  well,  and  could  not  climb  out. 

"What  are  you  doing  down  there?"  asked  a  goat  who  chanced 
to  be  passing  by. 

"Oh,  such  clear  cold  water!"  cried  the  fox.  "The  nicest  water 
I  ever  tasted!  Come  and  have  a  sip  of  it." 

So  down  jumped  the  silly  goat.  "This  is  good  water,"  said 
he,  "and  I  was  very  thirsty." 

"Pray  drink  all  you  want,"  said  the  fox.  And  as  he  said  this, 
he  leaped  upon  the  goat's  back,  then  to  his  horns,  then  upon  the 
curb  of  the  well,  and  out  upon  the  ground. 

"Good-day,  Mr.  Goat,"  said  he,  "I  hope  you  will  get  all  the 
water  you  want." 

And  away  he  went,  leaving  the  goat  to  find  his  way  out  as  best 
he  could. 


LESSON  XI 


I,  1  after  c  and  g  at  the  beginning  of  a  word. 

cl  and  gl  have  the  same  tongue  movement  as  in  the  combi- 
nations of  the  preceding  lesson. 

Note.     As  cl  and  gl  look  alike  we  practice  only  one  of  these 
in  syllables. 

II.  Mirror  Practice. 

1.     Difference  between  syllables  without  1  and  with  1:  — 


ca^cla 

ki_kll 

co^clo 

cou^clou 

co6_cloo 

coi^cloi 

ca^cla 

ciir^cler 

ke    kle 

ca    cla 

2.     Pronounce  rapidly  and  note  the  difference:  — 

the  cove  —  the  clove 
the  coke  —  the  cloak 
the  kirk  —  the  clerk 
the  game  —  the  claim 
the  cause  —  the  clause 


3.     Difference  between  cr  and  cl:  — 

the  crew  —  the  clue 
the  grove  —  the  clove 
the  crime  —  the  climb 
the  groom  —  the  gloom 

Notice  in  crew  we  see  the  forward  movement  before  the  vowel 
and  in  clue  the  movement  of  the  tongue  before  the  vowel,  etc. 

(77) 


78  THE  MULLER-WALLE  METHOD 


I.     Sentence  Practice. 

(a)  Close  the  window. 
Close  the  door. 
Close  the  shop. 
Close  up  the  house. 
Close  the  office. 

Have  they  closed  the  shop? 

What  time  do  they  close  the  office? 

The  room  is  very  close. 

It  is  very  close  here. 

Come  in  and  close  the  door. 

They  close  the  shop  at  five  o'clock. 

I  am  glad  you  came. 

I  shall  be  glad  to  go. 

They  will  be  glad  to  come. 

He  will  be  glad  to  see  you. 

We  shall  be  glad  to  hear  from  you. 

I  am  glad  that  it  is  true. 

You  will  be  glad  to  hear  that  they  are  coming. 

Shall  we  climb  the  hill? 

Did  you  climb  the  cliff? 

Can  you  climb  up? 

If  you  climb  to  the  top  of  the  hill,  you  will  have  a 

clear  view. 

It  was  too  warm  to  climb  the  hill. 
Do  you  think  we  shall  have  clear  weather? 
It  is  not  very  clear  this  morning. 
The  house  is  on  a  high  cliff. 

(b)  There  is  a  clock  in  the  other  room. 
Is  your  clock  right? 

That  clock  may  be  slow. 

Who  gave  you  the  clock  in  your  room? 

I  must  have  my  clock  repaired. 

That  is  very  pretty  cloth. 

The  cloak  was  made  of  blue  broadcloth. 

Will  you  buy  some  more  black  cloth? 


LIP-READING  FOR  THE  DEAF 

What  is  the  price  of  the  black  broadcloth  cloak? 

My  sister  gave  me  a  pair  of  gloves. 

She  brought  the  gloves  from  Paris. 

Where  are  your  gloves? 

What  size  gloves  do  you  wear? 

I  wear  a  five  and  a  half  glove. 

Does  he  wear  glasses? 

He  has  broken  his  glasses. 

He  cannot  see  to  read  without  his  glasses. 

Be  careful  not  to  break  your  glasses. 

I  broke  a  glass  globe  this  morning. 

Will  you  buy  a  globe  for  me  when  you  go  out? 

What  kind  of  a  globe  do  you  want? 

Where  is  my  clothes-brush? 

You  will  find  it  in  the  closet. 

My  cloak  is  in  my  closet. 

Give  me  my  cloak. 

(c)    What  do  they  claim? 

They  claim  that  it  is  not  right. 

Who  claimed  the  book? 

He  claims  that  he  found  it  there. 

Please  give  me  a  glass  of  water. 

Be  careful  not  to  break  the  glass. 

It  was  made  of  glass. 

Have  you  ever  seen  the  glass  flowers? 

She  came  to  our  class. 

What  time  does  the  class  meet? 

Where  does  the  class  meet? 

He  was  a  class-mate  of  mine. 

They  were  class-mates. 

They  have  found  a  clue. 

Will  you  go  to  the  club  with  me? 

Where  is  the  Club-house? 

The  Club-house  is  on  the  cliff. 

The  boy  belongs  to  the  club. 

I  shall  be  glad  to  go  to  the  club  with  you. 

Please  show  me  the  way  to  the  Club-house. 

I  found  the  gloves  at  the  club. 


79 


8o  THE  MULLER-WALLE  METHOD 

He  lost  his  glasses  on  the  way  to  the  club. 
Who  claimed  the  glasses  that  were  found  at  the  Club- 
house? 

(d)   Shall  we  climb  the  hill  to-day  or  to-morrow? 

Perhaps  we  can  walk  to  the  cliff  with  them,  if  they 

care  to  walk  so  far. 

If  we  go  to  the  sea-shore  we  must  have  some  clams. 
Did  you  ever  go  to  a  clam-bake? 
He  promised  to  be  here  by  five  o'clock  so  that  we 

could  go  to  the  club  together. 
Come  in  and  close  the  door. 
He  came  to  town  in  the  closed  car  this  morning. 
Can  you  tell  me  at  what  time  the  bank  closes? 
We  shall  be  glad  to  go  if  it  is  not  too  cold. 
We  were  so  glad  to  hear  from  him. 
I  am  sure  they  will  be  glad  to  help  you. 
I  am  glad  nothing  happened  to  him. 
Are  you  glad  that  summer  is  coming? 
Where  can  I  have  my  gloves  cleaned? 
Give  me  the  gloves,  I  will  clean  them  for  you. 
Has  anyone  claimed  the  watch  that  was  found  at  the  club? 
That  was  a  clever  reply. 
He  made  a  clever  remark. 
Did  you  ever  find  a  four-leafed  clover? 
Are  you  fond  of  cloves? 


II.     Vocabulary. 

These  words  may  be  used  to  form  new  sentences: 

NOUNS  —  claim,   clothes,   clew,  cloud,  claw,  clerk,  clove,  globe, 
glue,  cloak,  gloom,  clover,  clause. 

VERBS  —  glow,  climb,  close. 

ADJECTIVES  OR  ADVERBS  —  close,  gloomy,  closely. 


LIP-READING  FOR  THE  DEAF  8 1 

C  —  Exercise  Story 

Have  you  read  the  letter?     story?     poem? 

Have  you  read  the  poem  in  the  magazine? 

Who  wrote  the  poem? 

Who  is  the  author  of  the  poem? 

What  is  the  name  of  the  author? 

How  do  you  like  the  poem? 

Have  you  read  other  poems  by  the  same  author? 

He  was  a  celebrated  author. 

He  was  a  celebrated  English  author. 

Johnson  was  a  celebrated  English  author. 

When  did  he  live? 

Can  you  tell  me  what  he  wrote? 

One  day  .  .  . 

One  day  a  young  lady  came  to  Johnson. 

One  day  a  young  lady  came  to  Johnson  to  ask  his  advice. 

One  day  a  young  lady  came  to  Johnson  to  ask  his  opinion. 

She  gave  Johnson  a  poem. 

She  gave  him  a  poem  to  read. 

She  gave  him  a  poem  to  read  that  she  herself  had  written. 

She  gave  him  the  poem  and  asked  him  to  read  it  through  and 
tell  her  what  he  thought  of  it. 

What  do  you  think  of  it? 

How  do  you  like  it? 

What  is  your  opinion  of  this  poem? 

Give  me  your  opinion?     advice? 

The  young  lady  said  to  Johnson,  "Give  me  your  opinion  of 
this  poem?" 

I  have  written  more  poems. 

I  have  written  other  things. 

I  have  written  several  other  things. 

I  have  planned  to  write  more. 

I  have  more  irons  in  the  fire. 

One  day  a  young  lady  came  to  Johnson,  the  celebrated  author, 
and  handing  him  a  poem,  asked  him  to  please  read  it  over  and 
tell  her  what  he  thought  of  it,  adding  that  she  had  more  irons  in 
the  fire. 

Johnson  took  the  manuscript. 


82  THE  MULLER-WALLE  METHOD 

He  took  the  manuscript  and  looked  it  over. 

He  glanced  at  the  poem. 

He  read  it  through. 

After  reading  through  the  poem,  . . . 

After  reading  through  the  poem,  Johnson  gave  it  back  to  the 
young  lady. 

After  reading  through  the  manuscript,  Johnson  gave  it  back 
to  the  young  lady,  and  said;  —  remarked,  .  .  . 

As  he  handed  it  back  to  the  young  lady,  he  said,  "I  advise 
you  to  put  this  manuscript  with  your  other  irons  in  the  fire." 

JOHNSON    AND   THE    AUTHOR 

One  day  a  young  lady  came  to  Johnson,  the  celebrated  author, 
and,  handing  him  a  poem,  asked  him  to  read  it  over  and  tell  her 
what  he  thought  of  it,  adding  that  she  had  more  irons  in  the  fire. 

"If  that  is  so,"  said  Johnson,  looking  over  the  manuscript,  "I 
advise  you  to  put  these  verses  with  your  other  irons  in  the  fire." 


LESSON  XII 


I.  n  before  a  vowel. 

In  n  the  point  of  the  tongue  is  placed  behind  the  upper  gum. 
The  teeth  are  only  slightly  separated,  —  the  degree  of  opening 
depending  upon  the  vowel  that  follows.  There  is  only  a  very 
slight  visible  outward  movement.  It  is  very  similar  in  appear- 
ance to  t  and  d,  but  these  have  more  jaw  movement  and  are 
shorter. 

Note.  Do  not  spend  too  much  time  in  trying  to  distinguish 
the  n  in  a  syllable.  It  is  far  better  to  practice  n,  t  and  d  in 
short  sentences. 

II.  Mirror  Practice  on  Sounds. 

1.  Repeat  rapidly  in  one  breath: 

nanana  — ca 
nonono  -co 
nanana  — ca 

Notice  that  for  both  n  and  c  the  mouth  is  open.  For  n  we 
see  the  tongue  move,  while  in  k  (or  hard  c)  there  is  more  jaw 
movement. 

2.  Pronounce  rapidly:  — 

the  ca     —  the  na 
the  co      —  the  n  o 
the  coo  —  the  noo 
the  ca      —  the  na 
the  ke     —  the  ne 
the  ki      —  the  nl 
the  cow  —  the  now 
the  c  ol    —  the  n  01 
the  ciir   —  the  ner 

(83) 


84  THE  MULLER-WALLE  METHOD 

Notice  the  same  movements  as  in  the  preceding  exercise. 

3.     Further  comparisons:  — 

fa\_ca        so_ca 
fa\_na       so^na 


s6\_ki 

sonl       maniir 


1.     Sentence  Practice. 

(a)   I  know  them. 
I  know  him. 
I  know  him  by  sight. 
I  know  him  well. 
Do  you  know  who  she  is? 
Do  you  know  how  she  is? 
Do  you  know  how  old  he  is? 
Can  you  tell  me  his  name? 
I  don't  know. 
How  do  you  know? 
Do  you  know  how? 
Do  you  know  why? 
Do  you  know  why  they  came? 
Do  you  know  how  to  do  that? 
I  know  nothing  about  it. 
I  know  them. 

Do  you  think  he  knows  about  it? 
I  am  afraid  he  knows  nothing  about  it. 
He  must  have  known  about  it. 
He  must  have  known  them. 
I  should  be  glad  to  know  them. 
I  should  be  glad  to  know  about  it. 
I  will  let  them  know. 
Let  me  know. 

Let  me  know  by  to-morrow. 
Let  me  know  when  they  come. 


LIP-READING  FOR  THE  DEAF  85 

Let  me  know  as  soon  as  possible. 

She  said  she  would  let  me  know  as  soon  as  possible. 

If  possible  let  me  know  by  to-morrow. 

He  knew  them. 

He  knew  about  it. 

He  knew  that  it  was  so. 

I  knew  that  it  was  nearby. 

I  knew  the  name. 

I  knew  the  number. 

He  told  me  that  he  knew  nothing  about  it. 

(b)   What  is  the  name  of  the  flower? 
What  is  the  name  of  the  street? 
What  is  the  name  of  the  club? 
What  is  the  name  of  the  ship? 
What  is  the  name  of  your  niece? 
What  is  the  name  of  your  nephew? 
Do  you  know  my  nephew's  name? 
Perhaps  he  knows  my  nephew. 
Perhaps  he  knows  my  niece. 
My  niece  knew  nothing  about  it. 
My  niece  has  heard  the  news. 
I  have  had  news  from  my  niece. 
We  have  had  no  news  from  them  since  November. 
No  news  is  good  news. 
They  will  arrive  on  the  ninth  of  November. 
What  is  your  number?     We  have  a  new  number. 
Do  you  remember  their  number? 
I  remember  the  name  but  not  the  number. 
Was  it  number  nine? 
Do  you  hear  the  noise? 
The  boys  are  very  noisy 
There  were  nine  boys  in  the  class. 
The  nine  boys  belong  to  the  same  club. 
Where  is  my  knife? 
I  have  a  new  knife. 
I  bought  a  new  knife  for  my  nephew. 
Who  is  your  neighbor? 
What  is  your  neighbor's  name? 


86  THE  MULLER-WALLE  METHOD 

Do  you  know  your  neighbor? 

Our  neighbors  have  moved  into  their  new  house. 

Have  you  anything  new? 

Show  me  your  new  knife. 

Have  you  read  the  news? 

What  newspaper  do  you  read? 

My  nephew  brought  home  a  newspaper  at  noon. 

He  conies  home  at  noon. 

Now  I  know  how. 

Now  I  know  the  way. 

Now  I  know  the  name  of  the  flower. 


(c)    Now  or  never.  . . . 
Now  we  know. 
Now  we  have  none. 
Now  it  is  too  late. 
Now  the  time  has  come. 

I  knew  that  it  was  so. 

I  knew  that  it  was  nice. 

I  knew  that  it  was  nearby. 

I  knew  that  she  was  your  niece. 

I  knew  that  the  news  had  come. 

I  knew  that  the  number  had  been  changed. 

Did  you  notice  the  number? 

Did  you  notice  the  name? 

Did  you  read  the  notice? 

I  read  the  notice  in  the  newspaper. 

There  is  nothing  new  in  the  newspaper. 

We  have  nothing  to  read. 

There  is  nothing  to  do  to-night. 

Nothing  is  known  about  it. 

He  said  he  knew  nothing  about  it. 

They  must  have  known  the  name. 

Neither  one  nor  the  other.  . . . 

Neither  now  nor  later.  .  .  . 

Neither  in  the  present  nor  in  the  future.  .  . 


LIP-READING  FOR  THE  DEAF  87 

Neither  to-day  nor  to-morrow.  . .  . 

Neither  here  nor  there.  .  .  . 

No  one  knew  about  it. 

We  have  no  hope. 

There  is  no  time  like  the  present. 

No  one  knew  the  new  number. 

There  was  no  need  of  that. 

(d)   Do  you  know  the  number  of  their  room? 
Is  it  number  nine  or  nineteen? 
My  father's  office  is  on  the  ninth  floor  in  the  new 

building  on  North  Street. 
Do  you  need  anything  more  before  you  go? 
Are  your  new  clothes  warm  enough? 
You  will  need  more  new  clothes  if  you  go  South. 
Did  you  receive  a  note? 

Give  me  the  note  that  he  brought  you  to-night. 
Let  me  see  your  new  note-paper. 
I  bought  some  new  blue  note-paper. 
I  must  remember  to  write  a  note  to  my  niece. 
The  next  time  you  come  you  must  bring  your  note- 
book. 

Did  you  notice  the  name  on  the  note-book? 
Please  let  me  read  over  your  notes. 
Did  you  notice  how  it  was  made? 
Did  you  receive  a  notice  from  the  club? 
I  notice  that  the  name  of  the  street  has  been  changed. 
We  must  notify  them  of  the  change. 
Neither  of  them  knew  anything  about  it. 
Did  you  speak  to  the  nurse? 
The  new  nurse  is  very  neat. 
They  must  have  a  new  nurse  for  him. 
Can  you  knit? 

Will  you  show  me  how  to  knit  the  shawl? 
My  niece  can  neither  knit  nor  crochet. 
Will  you  buy  some  nuts  for  me? 
I  am  fond  of  walnuts. 
Who  will  crack  some  nuts  for  me? 
That  is  a  hard  nut  to  crack. 


88  THE  MULLER-WALLE  METHOD 

II.     Vocabulary. 

These  words  may  be  used  to  form  new  sentences: 

NOUNS  —  name,  niece,  nephew,  noun,  note,  November,  news, 
knife,  newspaper,  noon,  knee,  negro,  neighbor,  Norway, 
needle,  night,  nurse,  nerve,  noise,  nose. 

VERBS  —  know,  knew,  gnaw. 


ADJECTIVES  OR  ADVERBS  —  neat,  now,  new,  nine,  neither,  nor, 
nice,  near. 

C  -  -  Exercise  Story 

Shall  I  tell  you  a  story? 
Would  you  like  to  have  me  tell  you  a  story? 
The  story  is  about  an  Englishman. 
The  story  is  about  Lord  Russell. 
Lord  Russell  was  a  famous  man. 
He  was  a  great  man. 
He  was  a  great  statesman. 
He  was  a  great  diplomat. 
Lord  Russell  went  to  Germany. 
Lord  Russell  went  to  live  in  Germany. 
Lord  Russell  was  sent  to  live  in  Germany. 
Lord  Russell  was  sent  to  the  Emperor  of  Germany. 
Lord  Russell  was  sent  to  the  Court  of  the  German  Emperor. 
Lord  Russell  was  sent  to  the  German  Court. 
He  was  an  ambassador. 
He  was  the  English  ambassador. 

He  was  the  English  ambassador  at  the  German  Court. 
The  following  story  is  told  about  a  famous  Englishman  who  was 
sent  to  the  German  Court  at  Berlin  as  ambassador. 
One  day.  . . . 

One  day  he  went  to  call  upon  someone. 
One  day  he  went  to  visit  Prince  Bismarck. 
One  day  he  went  to  make  a  call  upon  Bismarck. 
They  talked  together  for  some  time. 
They  had  a  long  conversation  together. 
After  a  long  conversation.  .  .  . 


LIP-READING  FOR  THE  DEAF  89 

After  they  had  been  talking  together  for  a  long  time.  .  . . 

Lord  Russell  said  to  Bismarck,  .  .  . 

Lord  Russell  remarked,  .  .  . 

"I  suppose  people  often  come  to  see  you." 

"I  suppose  people  often  annoy  you  with  their  visits." 

"I  presume  you  are  often  annoyed  by  tiresome  visitors." 

"Of  course,  a  man  like  you  is  often  annoyed  by  the  visit  of  tire- 
some people." 

When  Lord  Russell  was  the  English  ambassador  at  the  German 
Court,  he  was  one  day  making  a  call  upon  Prince  Bismarck,  and 
after  rather  a  long  conversation  he  remarked  that  the  visits  of 
tiresome  people  doubtless  often  annoyed  a  man  like  Bismarck. 

"Have  you  ever  thought  of  a  way?" 

"Have  you  ever  thought  of  a  way  to  get  rid  of  them?" 

"Have  you  ever  thought  of  a  way  to  rid  yourself  of  them?" 

"Surely  there  is  a  way." 

"Surely  you  can  find  a  way." 

"Surely  you  can  find  some  means  to  get  rid  of  them." 

"I  suppose  you  have  some  means  to  get  rid  of  them." 

"Doubtless  you  have  found  some  means  to  get  rid  of 
them." 

"But  you  can  surely  get  rid  of  such  people  by  some  means  or 
other,"  said  Lord  Russell. 

"Oh,  yes,"  replied  Bismarck. 

"Oh,  surely,"  said  Bismarck. 

"Of  course  I  have  a  way,"  replied  Bismarck. 

"I  have  several  ways,"  .  .  . 

"Oneway,"  ... 

"One  way,  for  instance,"  . .  . 

"For  example,  my  wife  comes  in,"  .  .  . 

"For  example,  my  wife  sometimes  comes  in,"  .  . . 

"I  have  my  wife  come  in,"  .  .  . 

"  I  have  my  wife  come  in  and  call  me  out  for  some  reason,"  . . . 

"She  calls  me  out  for  some  reason  or  other,"  .  .  . 

"She  calls  me  out  on  some  pretext  or  another,"  .  . . 

"And  then  —  after  that," 

"And  then  after  that  the  visitor  has  to  leave,"  . . . 

"And  then,  of  course,  the  visitor  is  obliged  to  leave,"  . . . 

"Of  course,"  said  Bismarck,  "for  example,  I  often  have  my 


90  THE  MULLER-WALLE  METHOD 

wife  come  and  call  me  out  on  one  pretext  or  another,  and  then 
the  visitor  is  obliged  to  leave." 

He  had  scarcely  spoken,  . .  . 

Scarcely  had  he  spoken,  . . . 

Scarcely  had  he  spoken  these  words,  .  .  . 

Scarcely  had  he  spoken  these  words  when  someone  came  in. 

Someone  entered. 

Someone  entered  the  room. 

It  was  his  wife. 

She  said  to  him  —  told  him  —  remarked. 

She  remarked  that  it  was  time. 

She  remarked  that  it  was  time  for  him  to  take  his  medicine. 

It  was  his  wife  who  told  him  that  it  was  time  for  him  to  take 
his  medicine. 

Bismarck  had  hardly  spoken  these  words  when  the  door  opened 
and  someone  entered  the  room.  It  was  his  wife  who  told  him 
that  it  was  time  for  him  to  take  his  medicin'e. 

Lord  Russell  was  a  man  of  the  world. 

He  had  a  sense  of  humor. 

He  had  a  keen  sense  of  humor. 

He  saw  how  funny  it  was. 

He  saw  the  funny  side  of  it. 

He  saw  the  funny  side  of  the  affair. 

Lord  Russell,  who  had  a  keen  sense  of  humor,  saw  the  funny 
side  of  the  affair. 

He  laughed. 

He  laughed  aloud. 

He  laughed  aloud  at  these  words. 

He  burst  out  laughing  at  these  words. 

Then  he  took  up  his  hat. 

Then  he  took  up  his  hat  and  left. 

Lord  Russell  was  so  amused,  he  burst  out  laughing.  Then  he 
took  up  his  hat  and  left. 

RUSSELL    AND    BISMARCK 

When  Lord  Russell  was  the  English  Ambassador  at  the  German 
court,  he  went  to  call  on  Prince  Bismarck  one  day.  After  a  long 
conversation,  he  remarked  that  the  visits  of  tiresome  people 
doubtless  often  annoyed  a  man  like  the  imperial  chancellor. 


LIP-READING  FOR  THE  DEAF  91 

"But  you  can  surely  get  rid  of  such  people  by  some  means  or 
other,"  continued  Lord  Russell. 

"Of  course,"  said  Bismarck;  "for  example,  I  often  have  my 
wife  come  and  call  me  out  on  one  pretext  or  another,  and  then 
the  visitors  have  to  leave." 

Scarcely  had  Bismarck  spoken  these  words  when  someone 
entered.  It  was  his  wife,  who  said  to  him  that  it  was  time  for 
him  to  take  his  medicine.  Lord  Russell,  who  was  a  man  of  the 
world,  saw  the  humorous  side  of  the  affair,  and  broke  out  into  a 
loud  laugh  at  these  words.  Then  he  took  his  hat  and  left. 


LESSON  XIII 

A 
I.     Short  Vowels. 

Thus  far  we  have  practiced  only  the  long  vowels  and    the 
diphthongs.     In   this   lesson   we   practice   five   short   vowels,  - 
a,  6,  i,  u,  e. 

1.  In  &  we  see  a  slight  downward  movement  of  the  jaw. 

2.  In  6  we  see  a  forward  movement  of  the  lips,  —  less  round 
than  for  aw. 

3.  In  i  we  see  a  slight  backward  movement  of  the  lips,  — 
like  e,  only  shorter. 

4.  In  ii  we  see  a  short  downward  movement,  —  like  a,  only 
shorter. 

5.  In  e  we  see  a  shorter  downward  movement  than  for    a. 
The  mouth  does  not  open  quite  so  wide.     There  is  also  a  slight 
backward  movement  of  the  lower  lip. 

Note.     We  practice  these  vowels  in  combinations  that   occur 
most  frequently  in  words. 


II.    Mirror  Practice  on  Sounds. 

1.     Difference  between  a,  6,  i,  ii,  %  followed  by  n:  - 

Note.     In  this  exercise,  pay  less  attention  to   the  final   con- 
sonants than  to  the  vowel  and  the  consonant  that  precedes. 

(92) 


LIP-READING  FOR  THE  DEAF 


93 


an 

Oil 

in 

iin 

en 

ban 

bfin 

bin 

biln 

ben 

man 

mon 

min 

miin 

men 

pan 

can 

pon 
con 

pin 
cin 

pun 
cun 

pen 
cen 

fan 

fon 

fin 

fun 

f*n 

dan 

don 

din 

diin 

den 

ban 

hon 

bin 

hun 

hen 

Ian 

Ion 

lin 

liin 

len 

ran 

ron 

rin 

run 

ren 

san 

son 

sin 

siin 

sen 

shan 

shon 

shin 

shiin 

shen 

th&n 

flan 
slan 

thon 

thin 
flin 

thiin 

then 





slen 

blan 

blon 

blin 

bliin 

blen 

plan 
clan 
cran 
br&n 

r\r  a  r\ 

clon 
cron 
bron 

clin 
crin 
brin 

r\t-  ••  r» 

i  w 
plun 

cliin 
criin 

plen 
clen 

w 

Y\r*  n  n 

2*     Compare  short  vowels  followed  by  n  with  the  same  short 
vowels  followed  by  consonants  of  Class  I:  — 


uniif 


B 


I.     Sentence  Practice. 


(a)    Who  is  that  man? 

An  old  man  came  to  our  door. 
Where  is  my  fan? 
My  fan  came  from  Japan. 
Where  is  Japan? 


94  THE  MULLER  WALLE-METHOD 

The  man  brought  me  the  fan  from  Japan. 

What  is  in  that  can? 

Can  you  tell  me  that  man's  name? 

The  man  ran  for  the  car. 

We  have  a  new  plan. 

What  is  your  plan? 

We  plan  to  go  to  the  sea-shore. 

They  plan  to  go  to  Japan. 

Can  you  come? 

Come  as  soon  as  you  can. 

They  ran  away. 

Of  course  I  will  come  as  soon  as  I  can. 

On  the  farm.  .  . .  On  the  half  hour.  .  . . 

On  the  car.  . .  .  On  this.  . .  . 

On  the  way.  .  .  .  On  that.  . . . 

On  the  road.  ...  On  the  other  one.  ... 

On  the  river.  .  . .  On  the  paper.  .  . . 

On  the  roof.  ...  On  the  sign.  . . . 

On  the  floor.  ...  On  the  house.  . . . 

On  the  hour.  . . .  On  the  cover  of  the  book.  . . . 

Note.     As   an   exception,   phrases  are  given  in  this  lesson  in 
connection  with  the  sentence  practice. 


(b)   In  the  way.  ...  In  the  right.  . .  . 

In  my  way.  ...  In  the  wrong  way. 

In  the  South.  ...  In  bloom.  . . . 

In  halves.  ...  In  May.  . . . 

In  the  book.  ...  In  my  place.  .  .  . 
In  a  few  months.  ...    In  your  place.  . . . 

In  a  few  years.  ...  In  the  rain.  .  .  . 
In  a  year  from  now.  .  . . 

The  work  was  all  in  vain. 
My  rose-bush  is  in  bloom. 
You  must  do  it  in  the  right  way. 
Give  me  a  pin. 


LIP-READING  FOR  THE  DEAF  95 

Did  you  buy  that  pin  in  Japan? 

I  bought  the  pin  in  Berlin. 

Where  is  the  inn? 

We  were  on  the  way  to  the  inn. 

The  inn  is  on  the  same  road. 

What  is  the  name  of  the  inn? 

Do  you  know  the  name  of  the  inn  in  Lynn? 

(c)    Where  is  the  other  one? 
Which  one  will  you  have? 
There  is  only  one.  . . . 
One  by  one.  . .  . 
One  after  another.  .  .  . 
One  more.  . . . 
I  have  only  one. 
Who  won? 

My  brother  won  the  game. 
Where  is  your  son? 
They  have  one  son. 
Run  away. 
Run  away  now. 
Run  as  far  as  you  can. 
He  was  run  over. 
What  have  you  done? 
What  have  you  done  with  my  fan? 
It  was  done  in  fun. 
How  was  it  done? 
Which  one? 
This  one. 
That  one. 
No,  not  that  one. 
I  will  have  this  one. 
You  may  have  that  one. 
May  I  keep  this  one? 
You  may  keep  whichever  one  you  please. 
Which  one  shall  I  keep? 
Which  one  shall  I  give  away? 
Give  him  this  one. 
Please  give  me  another  one. 


96  THE  MULLER-WALLE  METHOD 

Please  buy  one  for  me. 

I  will  buy  one  on  the  way. 

That  is  in  my  way. 

It  must  be  done  in  the  same  way. 

What  can  we  do  about  it? 

What  can  be  done  about  it? 

Nothing  can  be  done  about  it  now. 

(d)   When  can  you  come? 

When  did  you  see  the  men? 

We  saw  ten  men. 

I  can't  find  my  pen. 

You  must  come  then. 

Come  at  ten  if  you  can. 

The  wren  is  a  bird. 

I  saw  the  wren. 

I  found  my  pen. 

She  gave  me  her  pen. 

Lend  me  your  pen. 

When  will  you  come  to  see  me? 

My  brother's  name  is  Ben. 

If  I  were  in  your  place  I  should  go  then. 

Shall  we  go  to  San  Francisco? 

She  gave  me  the  pen  when  we  were  in  San  Francisco. 

We  may  go  to  Berlin  in  May. 

My  nephew  is  in  Japan  now. 

I  will  go  then  if  I  can. 

There  were  ten  men  in  the  boat. 

We  met  the  man  at  the  inn. 

What  is  the  name  of  the  man  who  keeps  the  inn? 

Can  you  tell  me  if  this  is  the  right  way  to  the  inn? 

We  hope  to  return  home  in  an  hour  and  a  half. 

Then  come  to-morrow  if  you  can. 

II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  man,  pan,  fan,  clan,  bin,    pin,    sin,    kin,    fin,    Lynn, 
shin,  bun,  pun,  fun,  son,  sun,  men,  pen,  den,  hen,  wren,  plan. 


LIP-READING  FOR  THE  DEAF  97 

VERBS  —  run,  ran,  don,  sun,  shun,  pin,  sin,  plan,  win,  won. 
ADJECTIVES  OR  ADVERBS  —  thin,  then,  when,  one. 

C  —  Exercise  Story 

Have  you  heard  the  news? 

Have  you  read  the  newspaper? 

What  paper  do  you  read? 

I  read  the  advertisement  in  the  paper. 

I  read  it  in  the  morning  paper. 

I  read  the  announcement  in  the  evening  paper. 

What  did  you  read  in  the  newspaper  this  morning? 

The  advertisement  was  in  the  morning  paper. 

The  advertisement  appeared  in  several  of  the  newspapers. 

One  day  an  advertisement  appeared  in  the  paper. 

One  day  a  gentleman  put  an  advertisement  into  the  paper. 

He  advertised  for  a  coachman. 

An  old  gentleman  advertised  for  a  coachman. 

Who  answered  the  advertisement? 

Who  called  at  the  house  in  reply  to  the  advertisement? 

Three  men  came. 

Three  men  came  to  the  gentleman's  house. 

They  all  came  at  the  same  time. 

They  all  came  on  the  same  day. 

The  old  gentleman  talked  with  each  one  of  them. 

He  asked  each  one  the  same  question. 

He  said,  "How  near  can  you  drive  to  the  edge  of  a  precipice 
without  going  over?" 

The  first  man  said,  "Within  an  inch." 

The  first  man  was  sure  that  he  could  drive  to  within  an  inch  of 
the  precipice  without  going  over. 

The  second  man  was  asked  the  same  question. 

When  the  second  man  was  asked  the  same  question,  he  replied, 
"  Within  half  an  inch." 

He  said,  "  I  can  drive  within  half  an  inch  of  a  precipice.  I  have 
often  done  so." 


Q8  THE  MULLER-WALLE  METHOD 

The  second  man  said,  "Oh,  I  have  often  driven  within  half 
an  inch  of  the  edge  of  a  precipice  without  going  over." 

Then  the  old  gentleman  asked  the  third  man  the  same  question. 

This  man  replied,  "I  have  never  tried  it,  sir,  and  I  am  not 
sure  that  I  should  care  to  do  so." 

This  reply  pleased  the  old  gentleman. 

He  engaged  this  man. 

He  immediately  engaged  this  man. 

He  was  always  well  satisfied  with  his  choice. 

He  never  had  any  reason  to  be  sorry  for  his  choice. 

THE    THREE    COACHMEN 

An  advertisement  had  appeared  in  the  papers  which  stated 
that  an  elderly  gentleman  wanted  a  coachman.  Three  men 
came  on  the  same  day  to  his  house  to  apply  for  the  situation. 

He  had  them  brought  in,  one  by  one,  to  his  room,  and  asked 
each  of  them  the  same  question:  "How  near  can  you  drive  to 
the  edge  of  a  precipice  without  going  over?" 

The  first  man  said,  "Within  an  inch." 

"Very  well,"  said  the  old  gentleman,  "you  can  go  now,  and  I 
shall  let  you  know  whether  I  want  you  or  not." 

The  second  man  was  now  called  in,  and  he  said  he  could  drive 
within  half  an  inch  of  the  edge,  and,  in  fact,  had  done  it  more 
than  once. 

He  was  then  dismissed  as  the  first  had  been,  and  the  third 
man  was  called  in.  "Well,  my  man,  and  how  near  can  you 
drive  to  the  edge  of  a  precipice?" 

"Indeed,  your  honor,  I  never  tried,  and  I'm  not  sure  that  I 
should  care  to." 

"Ah,"  said  the  old  gentleman,  "you're  the  sort  of  man  I  want; 
now,  what  are  your  wages?" 

The  man  told  him  and  the  gentleman  engaged  him  at  once. 
He  never  had  any  reason  to  be  sorry  for  the  choice  he  made. 


I. 


LESSON  XIV 


Long  vowels   and    diphthongs  followed  by  n: — arn, 
own  or  one  (as  in  lone),  oon,  een,  me,  oun,  urn,  bin. 


Note.  A  careful  study  of  the  above  syllables  will  show  that 
they  are  simply  new  combinations  of  letters  previously  studied. 
For  example,  arn  is  a  combination  of  a  in  Lesson  I  and  n  in 
Lesson  XIII. 


II.     Mirror  Practice  on  Sounds. 

1*     In  this  exercise,  pay  less  attention  to  the  final  consonant 
than  to  the  vowel  and  consonants  that  precede. 


arn 

own 

oon 

am 

me 

oun 

urn 

oin 

barn 

bone 

boon 

bane 

bine 

boun 

burn 

coin 

marn 

moan 

moon 

mane 

mine 

moun 

kern 

loin 

parn 

p5ne 

p5on 

pane 

pine 

pbun 

fern 

darn 

cone 

coon 

cane 

kine 

gown 

learn 

farn 

done 

doon 

dane 

dine 

down 

turn 

larn 

fone 

f5on 

fane 

fine 

fbun 

sarn 

hone 

loon 

rain 

line 

loun 

tarn 

rone 

noon 

sane 

rine 

roun 

varn 

son 

ro5n 

slain 

sign 

s  our 

tone 

soon 

plane 

bline 

town 

flown 

toon 

grain 

cline 

flour 

blown 

proon 

frain 

brine 

bloun 

clone 

cloon 

brain 

clown 

crone 

frown 

prone 

brown 

(99) 


ioo  THE  MULLER-WALLE  METHOD 

2.     Compare  long  vowels  and  diphthongs  followed  by  n  with 
long  vowels  and  diphthongs  followed  by  consonants  of  Class  I. 

arn^arve  arn^arce  arn^arp 

one^ove  one^ose  6ne_ope 

oon^oove  oon^oose  oon^oop 

ain^ave  ain^ace  ain_ape 

een^eave  een^ease  eSn^gep 

ine^lve  Ine^,ice  Ine^ipe 

urn^iirve  urn^iirce  urn^urp 


B 
I.     Sentence  Practice. 

(a)    Do  you  own  that  barn? 

The  house  and  the  barn  belong  to  my  father. 

That  is  my  own. 

I  am  going  there  alone. 

He  came  home  alone. 

We  heard  the  man  moan. 

Give  the  dog  a  bone. 

Can  you  make  a  corn-pone? 

I  found  the  pine-cone  in  the  woods. 

Show  me  the  cone. 

The  sun  shone  all  day. 

How  the  boy  has  grown ! 

My  niece  has  grown  very  tall. 

The  bluebird  has  flown  away. 

The  birds  have  flown  South. 

She  must  have  thrown  the  paper  away. 

How  long  has  George  V  been  on  the  throne? 

He  was  thrown  from  his  horse. 

I  hope  it  has  not  been  thrown  away. 

Where  is  the  river  Rhone? 

The  name  is  well-known. 

That  man  is  a  well-known  writer. 

If  I  had  known  about  it  then,  I  should  have  gone. 


LIP-READING  FOR  THE  DEAF  IOI 


Can  you  hear  over  the  'phone? 
Have  you  a  telephone? 


(b)  Will  you  come  soon? 
Will  you  come  at  noon? 

I  shall  go  as  soon  as  I  can. 

Have  you  seen  the  new  moon? 

We  shall  have  to  go  before  noon. 

My  brother  comes  home  at  noon. 

I  prefer  to  go  in  the  afternoon. 

The  man  will  prune  the  rose-bush. 

Have  you  ever  seen  a  coon? 

Can  you  play  a  tune  on  the  piano? 

The  piano  is  out  of  tune. 

I  am  afraid  it  will  rain  this  afternoon. 

We  were  in  Maine  this  summer. 

My  wife  spent  the  summer  in  Maine. 

They  live  on  Main  Street. 

That  is  the  main  street. 

The  man  has  bought  a  new  cane. 

Can  you  tell  me  how  much  he  paid  for  his  cane? 

Does  your  father  carry  a  cane? 

The  boy  broke  a  pane  of  glass. 

We  had  a  fine  crop  of  grain. 

What  kind  of  grain  do  they  raise  on  their  farm? 

The  work  was  all  in  vain. 

He  will  gain  nothing  by  that. 

I  saw  a  crane  in  the  water. 

The  crane  is  a  large  bird. 

(c)  What  do  you  mean  by  that? 
I  mean  what  I  say. 

Have  you  seen  him? 

I  mean  to  go  very  soon. 

I  thought  that  you  had  seen  them. 

We  saw  only  the  first  scene  of  the  play. 

The  grass  will  soon  be  green. 

The  woman  wore  a  green  gown. 

I  prefer  the  green  one. 


102  THE  MULLER-WALLE  METHOD 

Tell  us  what  you  have  seen. 

I  think  I  have  seen  them. 

Do  you  mean  to  say  that  I  must  go  alone? 

Do  you  really  mean  that? 

Their  house  is  so  clean. 

I  have  been  down-town. 

I  mean  to  go  down-town  this  afternoon. 

I  mean  to  ask  her  if  she  has  seen  them. 

Can  you  come  to  town  with  us? 

I  cannot  go  now,  but  I  will  join  you  later. 

They  will  spend  the  winter  abroad,  and  we  shall  join 

them  in  the  Spring. 

We  should  be  pleased  to  have  you  join  us. 
The  cover  of  the  book  is  brown. 
How  much  is  half  a  crown? 
The  crown  of  my  hat  is  too  high. 
The  bean  is  a  vegetable. 

(d)   How  much  did  he  earn? 

Do  you  think  he  can  earn  as  much  as  that? 

He  did  not  learn  his  lesson  well. 

I  am  sure  she  cannot  learn  this. 

Learn  it  by  heart. 

Learn  to  read. 

Learn  to  speak  French. 

Learn  to  read  the  lips. 

Learn  your  lesson. 

Learn  it  over  again. 

Have  you  seen  my  fern? 

Now  it  is  my  turn. 

Burn  the  paper. 

How  did  you  burn  yourself? 

Be  careful  not  to  burn  yourself. 

You  must  return  the  book. 

If  you  do  not  return  the  book  by  this  afternoon  you 

will  have  to  pay  a  fine. 
That  is  fine. 

That  would  be  a  fine  plan. 
What  is  the  name  of  the  vine  that  grows  on  your  house? 


LIP-READING  FOR  THE  DEAF  103 

Have  you  a  grape  vine? 

Will  you  have  a  glass  of  wine? 

What  kind  of  wine  is  this? 

Is  this  Rhine  wine? 

Can  you  draw  a  straight  line? 

Write  the  word  on  the  same  line. 

What  does  it  say  on  that  sign? 

The  man  put  up  a  large  sign. 

Did  you  sign  your  name  to  the  paper? 

There  was  no  sign  of  rain  when  we  left  home. 

That  is  mine. 

No,  that  is  not  mine. 

Give  me  the  coin. 

Where  did  you  get  that  coin? 


II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  barn,  bone,  cone,  'phone,  moon,  coon,  noon,  mane, 
pain,  pane,  rain,  plain,  grain,  brain,  pine,  line,  sign,  gown, 
town,  clown,  frown,  burn,  fern,  turn,  coin. 

VERBS  —  darn,  moan,  rain,  pine,  dine,  sign,  frown,  burn,  learn, 
turn. 

ADJECTIVES  —  prone,     sane,     plain,     mine,     fine,     brown. 


C  —  Exercise  Story 

Do  you  like  to  read? 

What  books  are  you  reading? 

I  am  reading  an  interesting  story. 

I  have  a  very  interesting  (good)  book. 

Do  you  know  the  name  of  this  book? 

Do  you  want  to  know  the  name  of  this  book? 

It  has  a  girl's  name. 


104  THE  MULLER-WALLE  METHOD 

The  girl  lived  on  a  farm. 

The  girl's  name  is  "  Rebecca." 

The  girl  lived  at  Sunnybrook  Farm. 

The  name  of  the  book  is  "  Rebecca  of  Sunnybrook  Farm." 

Do  you  know  who  wrote  the  book? 

Do  you  know  the  name  of  the  author? 

The  author  is  Kate  Douglas  Wiggin. 

One  evening  the  author  was  reading  from  her  book. 

She  was  reading  to  a  number  of  people. 

She  was  reading  from  "Rebecca." 

She  was  reading  from  " Rebecca"  to  a  large  audience. 

Many  people  were  present. 

Many  people  had  come  to  hear  Mrs.  Wiggin  read. 

When  the  reading  was  over.  .  .  . 

When  the  reading  was  finished.  .  . . 

When  the  reading  was  finished,  many  people  spoke  to  her. 

When  the  reading  was  over,  an  old  farmer  went  up  to  speak  to 
Mrs.  Wiggin. 

The  old  man  looked  very  shabby. 

The  old  man  had  very  poor  clothes  on. 

The  old  man  wore  no  collar  and  looked  very  shabby. 

One  evening,  when  Kate  Douglas  Wiggin,  the  author  of 
"Rebecca  of  Sunnybrook  Farm,"  had  finished  reading  from  one 
of  her  books  to  a  large  audience,  an  old  farmer,  very  shabbily 
dressed,  went  up  to  speak  to  her. 

What  did  the  old  man  say? 

What  did  the  old  man  say  to  Mrs.  Wiggin? 

The  old  man  said,  "I  have  come  a  long  way." 

The  old  man  said,  "I  have  come  a  long  way  to  hear  you  read." 

The  old  man  said,  "I  have  come  forty  miles  to  hear  you  read." 

Mrs.  Wiggin  was  very  much  pleased. 

Mrs.  Wiggin  was  very  glad. 

Mrs.  Wiggin  was  very  happy. 

The  author  smiled,  she  was  very  happy. 

The  old  man  said  .  .  .  continued  .  .  . 

The  old  man  said,  "I  can't  read  much." 

The  old  man  said,  "I  can't  read  any  real  good  stories." 

The  old  man  said,  "I  can't  read  what  you  call  real  good  books." 

He  said,  "I  can't  read  anything  that  amounts  to  much." 


LIP-READING  FOR  THE  DEAF  105 

"I  am  what  you  call  an  ignorant  man." 

"I  am  what  you  call  an  ignorant  man  for  your  books  are  about 
the  only  books  I  can  read." 

The  old  man  said  to  her,  "I  have  come  forty  miles  to  hear 
you  read."  The  author  was  much  pleased  to  hear  this.  The 
farmer  continued,  "Yes,  I'm  not  a  reading  man  at  all.  The 
fact  is,  I  can't  read  anything  that  is  what  you  call  real  good,  or 
amounts  to  much;  I  am  what  you  would  call  an  ignorant  man, 
for  your  books  are  about  the  only  books  that  I  can  read." 

THE  ONLY  BOOKS  HE  COULD  READ 

One  evening,  Kate  Douglas  Wiggin,  the  author  of  "Rebecca," 
was  giving  a  reading  from  her  works.  After  the  reading  was 
over  an  old  man  approached  the  author.  He  wore  no  collar,  his 
trousers  were  very  short,  and  every  indication  told  of  the  "  'way 
back  farmer." 

He  said  to  Mrs.  Wiggin,  "I've  come  forty  miles  to  hear  you 
read." 

The  author  was  very  much  pleased  to  hear  this. 

The  old  man  continued,  "Yes,  I'm  not  a  reading  man  at  all. 
Fact  is,  I  can't  read  anything  that  is  what  you  call  real  good, 
or  amounts  to  much.  I'm  what  you  would  call  an  ignorant 
man,  for  your  books  are  about  the  only  ones  I  can  read." 


LESSON  XV 
A 

I.  t  or  ed  at  the  end  of  a  word  after  consonants  of  Class  I. 

ft,  ved,  st,  pt  (mt  or  bt). 

There  is  a  downward  movement  of  the  jaw  when  t  or  ed  fol- 
low these  consonants. 

II.  Mirror  Practice  on  Sounds. 

1.     Difference    between  :  — 


arve^arved 
66  v  e^,56  ved 
uf^,uft  a  v  e_aved 

If^ift  eav  cleaved 

urveurved 


Notice  that  in  af  the  mouth  is  closed  at  the  end  of  the  syllable 
by  bringing  the  lower  lip  against  the  upper  teeth.  In  alt  it  is 
opened  when  the  t  (or  ed)  is  pronounced.  Hence  the  down- 
ward movement. 

2.     Difference  between  :  - 


oas^oast 
6  6  s^oo  st 
us^ust  aze^azed 

Is_Ist  eas^east 

es^est  61  s^ol  st 

urs^iirst 

(106) 


LIP-READING  FOR  THE  DEAF  107 

Notice  that  in  as  the  mouth  is  closed  at  the  end  of  the  syllable 
by  bringing  the  teeth  apparently  together.  In  ast  it  is  opened 
when  the  t  (or  ed)  is  pronounced. 

3.     Difference  between  :  - 


arm^armed 
op  eloped 

up^upt  oope^ooped 

aim^armed 
eam^eamed 
or  me^ormed 

Note.  In  the  above  syllables,  it  was  necessary  to  use  both 
p  and  m  in  order  to  bring  in  all  combinations. 

In  this  lesson,  as  in  the  two  preceding  ones,  it  is  not  wise  to 
practice  the  syllables  too  much  for  the  sake  of  seeing  the  final 
consonants.  In  rapid  conversation  they  are  not  often  seen,  and 
it  is  far  more  important  to  get  the  right  vowel  and  the  preceding 
consonant. 


I.     Sentence  Practice. 

(a)   They  have  left. 
They  have  moved. 
They  have  improved. 
They  have  saved. 
They  have  stopped  on  the  way. 
They  have  kept  it. 
He  kept  the  book. 
He  hoped  to  go  with  them. 
He  left  early. 
He  left  in  a  hurry. 
He  had  left  it  at  home. 
It  was  left  here  this  morning. 
How  much  have  you  left? 
This  is  the  last  one. 


108  THE  MULLER-WALLE  METHOD 

This  is  the  last  one  I  have. 

Perhaps  this  is  the  last  one  I  have. 

This  may  be  the  last  one. 

This  is  the  last  one  there  is. 

This  is  the  last  one  of  all. 

This  is  the  last  time. 

This  will  be  the  last  time. 

How  much  will  it  cost? 

What  is  the  cost? 

What  have  you  lost? 

I  lost  it. 

I  have  lost  it. 

She  lost  her  way. 

She  lost  it  on  the  way. 

She  is  sure  that  she  lost  it  on  the  way. 

He  lost  it  last  evening. 

He  lost  it  the  last  time  he  was  here. 

I  saw  him  the  last  time  he  was  here. 

It  was  the  time  before  last. 

It  was  the  week  before  last  that  he  was  there. 

It  was  the  week  before  last  that  I  saw  him. 

(b)   They  promised. 

They  must  have  promised. 
They  must  have  promised  to  come. 
They  must  have  passed  the  house. 
They  must  have  removed  the  sign. 
They  must  have  received  the  note. 
They  must  have  believed  the  story. 
They  must  have  improved. 
They  must  have  moved  away. 
They  must  have  helped  him. 
They  must  have  kept  the  key. 
They  must  have  left  this  morning. 
They  must  have  slept. 
Perhaps  she  slept. 
Perhaps  she  rapped  on  the  door. 
Whenever  she  rapped  on  the  door. 
Whenever  she  stopped  on  the  way. 


LIP-READING  FOR  THE  DEAF  109 

Probably  he  stopped  on  the  way. 

I  wish  that  we  had  saved  some  of  it. 

How  much  have  you  saved? 

The  ship  was  saved. 

The  crew  was  saved  when  the  ship  sank. 

Most  of  them  were  saved. 

The  street  has  been  paved. 

He  paved  the  way  for  us. 

They  waved  to  us  from  the  pier. 

I  hope  that  the  boy  behaved. 

We  passed  them  on  the  way. 

It  was  half  past  four  when  they  came. 

You  must  not  boast. 

Will  you  have  some  toast? 

It  was  the  first  time  that  he  was  here. 

They  missed  the  first  train. 

He  was  the  first  one  to  go. 

This  is  the  worst  storm  that  we  have  had. 

(c)    Have  you  seen  the  raft  in  the  river? 
What  a  fine  raft! 
The  boys  have  made  a  raft. 
Please  lift  up  the  book  for  me. 
The  shaft  is  broken. 
Did  you  sift  the  flour? 

Be  sure  to  sift  the  flour  when  you  make  the  cake. 
How  much  money  have  you  left? 
How  many  were  left? 
I  have  four  books  left. 
Can  you  write  with  your  left  hand? 
I  carved  the  frame  for  you. 
Who  carved  it? 

I  believe  they  have  moved  South. 
The  clock  is  fast. 
My  clock  is  always  fast. 
You  must  walk  very  fast. 
Did  you  come  on  the  fast  train? 
The  ship  has  a  high  mast. 
We  passed  a  ship  with  a  high  mast. 


110  THE  MULLER-WALLE  METHOD 

Have  you  ever  been  West? 

Who  is  going  East  with  you  this  summer? 

They  came  East  last  winter. 

East  or  West,  home  is  best. 

Last,  but  not  least. 

We  missed  the  fast  train. 

That  is  the  best  way. 

It  must  be  the  best  way. 

That  is  too  soft. 

The  boys  are  playing  in  the  hay-loft. 

She  coughed  all  night. 

(d)   What  have  you  lost? 
I  have  lost  my  list. 

My  brother's  name  was  last  on  the  list. 
Her  name  was  first  on  the  list. 
Have  you  made  out  a  list  for  me? 
Put  my  name  on  the  list. 
This  list  is  too  long. 
The  last  list  was  lost. 
Please  get  me  another  list. 
She  slipped  on  the  floor  and  broke  her  wrist. 
Do  you  play  whist? 
Let  us  have  a  game  of  whist. 
I  sprained  my  wrist. 
Must  you  go? 
Must  he  go  West  now? 
It  must  be  done  by  to-morrow. 
The  list  must  be  ready  by  the  first  of  the  week. 
It  must  have  cost  more. 
Someone  rapped  on  the  door. 
I  wrapped  the  book  in  brown  paper. 
He  is  very  apt  to  come  at  this  time. 
They  are  not  apt  to  be  at  home  in  the  evening. 
Give  me  the  rest  of  it. 
You  may  keep  the  rest  of  it. 
It  will  be  best  to  go  on  the  fast  train. 
That  is  the  best  train. 
The  first  train  is  the  best  one. 


LIP-READING  FOR  THE  DEAF  III 

II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  raft,  shaft,  gift,  theft,  mast,  past,  post,  coast,  feast, 
fist,  whist,  waist,  harvest,  list,  nest,  cost. 

VERBS  —  lift,  sift,  paved,  engraved,  saved,  waved,  believed, 
grieved,  moved,  proved,  curved,  passed,  roast,  refused, 
invest,  arrest,  crossed,  hoped,  reaped,  claimed,  kept, 
whipped,  stormed. 

ADJECTIVES  AND  ADVERBS  —  swift,  fast,  last,  east,  west,  best, 
pleased. 

C  —  Exercise  Story 

There  was  once  an  artist  .  .  .  painter  .  .  .  famous  artist. 
There  was  once  upon  a  time  a  celebrated  artist. 
This  artist  lived  abroad.  ...  in  Italy. 
He  had  always  lived  in  Italy.     He  was  an  Italian. 
Have  you  ever  been  to  Italy? 
Do  you  know  any  Italian? 
Have  you  ever  met  any  Italian  artists? 
Can  you  tell  me  the  names  of  three  Italian  artists? 
Can  you  tell  me  who  the  most  famous  Italian  artist  was? 
This  story  is  about  a  celebrated  Italian  painter. 
The  painter  had  many  pupils. 
He  had  a  large  class  of  pupils. 
Many  pupils  came  to  him. 

Once  upon  a  time  there  was  a  famous  Italian  painter  who  had 
a  number  of  pupils  who  came  to  his  studio  every  day. 
Sometimes  the  painter  left  the  pupils  alone  in  his  studio. 
The  pupils  were  left  alone. 
When  the  pupils  were  left  alone,  . .  . 
When  the  artist  went  out,  .  . . 

When  the  artist  went  out  and  left  his  pupils  alone,  .  .  . 
He  left  orders. 
He  left  orders  with  his  pupils. 


112  THE  MULLER-WALLE  METHOD 

He  told  the  pupils  what  to  do. 

He  told  them  what  to  do  in  case  someone  called. 

He  told  them  what  to  do  in  case  someone  called  during  his 
absence. 

If  someone  called  during  his  absence,  they  were  told  to  write 
down  the  name. 

They  were  told  to  write  down  the  names  of  all  visitors. 

The  artist  told  his  pupils  to  be  sure  and  write  down  the  names 
of  all  the  people  who  called. 

One  day  the  artist  went  out. 

He  went  out  one  morning. 

He  went  out  one  morning  and  left  the  pupils  alone. 

While  he  was  away,  .  .  .  During  his  absence,  .  .  . 

During  his  absence,  someone  called. 

Someone  came  to  see  the  artist. 

Someone  came  to  the  door  and  asked  for  the  painter. 

Three  gentlemen  came  to  the  door. 

They  knocked  at  the  painter's  door. 

The  door  was  opened. 

One  of  the  pupils  opened  the  door. 

The  door  was  opened  immediately  by  one  of  the  pupils. 

Immediately  one  of  the  pupils  went  to  the  door. 

One  day  the  painter  went  out  and  left  his  studio  in  charge  of 
his  pupils  who  were  told  to  open  the  door  if  someone  knocked. 

The  gentlemen  inquired  for  the  artist. 

"Is  the  artist  at  home?" 

"Is  Mr.  So  and  So  at  home?" 

"  Can  I  see  Mr.  So  and  So?" 

The  pupil  replied,  .  .  . 

The  pupil  who  went  to  the  door  replied,  .  . . 

The  pupil  who  opened  the  door  told  the  gentlemen  that  his 
teacher  was  not  at  home. 

"I  am  sorry,  but  Mr.  So  and  So  has  gone  out." 

"I  cannot  tell  you  when  he  will  return." 

"He  will  return  before  long." 

The  gentlemen,  however,  decided  not  to  wait  for  him. 

They  went  away. 

They  went  away  before  the  pupil  remembered  to  ask  their 
names. 


LIP-READING  FOR  THE  DEAF  113 

The  pupil  forgot  to  ask  the  three  gentlemen  their  names. 

He  forgot  the  instructions  of  the  artist  who  had  told  him  to 
be  sure  to  write  down  the  name  of  every  person  who  called. 

After  a  while.  .  .  .  Later  .  .  .  Sometime  afterwards.  . . . 

A  short  time  afterwards  the  painter  returned. 

He  returned  home.     He  returned  to  his  studio. 

When  he  returned  to  his  studio,  . .  . 

When  he  returned  to  his  studio,  he  asked  his  pupils,  . .  . 

He  asked  them.  . .  . 

He  asked  them  if  anyone  had  called. 

"Has  anyone  been  here  this  morning?"  asked  the  painter  of  his 
pupils. 

The  pupil  replied,  "Oh,  yes." 

"Yes,  sir,"  said  the  pupil. 

"Yes,  sir,"  said  the  pupil,  "three  gentlemen  called." 

"They  wished  very  much  to  see  you." 

"They  were  very  anxious  to  see  you." 

"They  were  disappointed  not  to  find  you  at  home." 

A  short  time  afterwards,  when  the  painter  returned  and  asked 
his  pupils  if  anyone  had  called,  he  was  much  disappointed  to 
find  that  three  gentlemen  had  called  during  his  absence. 

He  was  disappointed. 

He  was  still  more  disappointed.  .  . . 

He  was  still  more  angry.  .  .  . 

He  was  still  more  angry  when  he  heard  that  the  pupil  had 
forgotten  to  ask  their  names. 

He  scolded  him  severely. 

The  pupil  made  no  reply. 

The  pupil  said  nothing. 

The  pupil  said  nothing  but  took  a  piece  of  paper  and  a  pencil. 

He  took  a  piece  of  paper  and  a  pencil  in  his  hand. 

He  took  a  sheet  of  paper. 

He  took  a  sheet  of  paper  and  began  to  draw  something. 

He  drew  the  picture  of  the  three  gentlemen. 

He  drew  the  picture  of  the  three  gentlemen  so  well.  .  . . 

The  pupil  made  a  rapid  sketch  of  the  visitors. 

He  made  such  a  good  sketch  of  the  visitors  that  his  teacher 
recognized  them  immediately. 

He  was  so  surprised. 


114  THE  MULLER-WALLE  METHOD 

He  was  so  surprised  when  he  saw  the  sketch. 
He  was  delighted  with  the  skill  of  his  pupil. 

THE    ARTIST    AND    HIS    PUPIL 

Once  upon  a  time  there  was  a  famous  Italian  painter,  who  had 
a  number  of  pupils  who  came  to  his  studio  every  day.  Some- 
times the  artist  left  his  pupils  alone  in  his  studio.  They  were 
told  to  write  down  the  name  of  anyone  who  called  during  his 
absence.  * 

One  morning  while  the  artist  was  out,  three  gentlemen  called. 
The  pupil  who  opened  the  door  told  the  gentlemen  that  his  teacher 
was  not  at  home.  They  decided  not  to  await  his  return.  They 
left  before  the  pupil  remembered  to  ask  their  names. 

A  short  time  afterwards,  when  the  painter  returned  and  asked 
his  pupils  if  anyone  had  called,  he  was  much  disappointed  to 
find  that  three  gentlemen  had  called.  He  scolded  his  pupil 
when  he  found  that  he  had  forgotten  to  ask  their  names. 

The  pupil  said  nothing,  but  took  a  sheet  of  paper  and  made 
such  a  good  sketch  of  the  visitors  that  his  teacher  recognized 
them  immediately. 


LESSON  XVI 
A 

I.  t  or  ed  at  the  end  of  a  word,  after  consonants  of  Class  II. 

rt  and  It  or  red  and  led 

There  is  a  slight  upward  movement  of  the  jaw  when  t  or  ed 
follows  r  or  1. 

II.  Mirror  Practice. 

1.  Difference  between:  — 

ar^art  air^aired 

or^ort  oar^oared 

ur^tirt  ear^.eared 

Ire^ir  ed 

Note.  The  upward  movement  is  not  very  plain,  since  the 
mouth  remains  open  while  pronouncing  the  last  sound. 

2.  Difference  between: — 

al^al  t  ool_6ol  ed 

elicit  eel^eeled 

il^ilt  Ile^lled 

ul^,ul  t  owl^owled 

ail^ailed  oil^oiled 

ol^oled  iirl^url  ed 

See  note  above. 

Note.  In  this  lesson  spend  more  time  in  sentence  practice 
under  B  than  in  syllable  practice,  since  in  rapid  conversation 
final  t  or  ed  are  seldom  emphasized  enough  to  be  visible. 

(115) 


Il6  THE  MULLER-WALLE  METHOD 

B 

I.     Sentence  Practice. 


(a)       Have  you  learned  your  part? 
My  part  is  short. 
I  have  read  the  first  part. 
Give  me  a  part  of  it. 
What  time  did  you  start? 
You  must  start  early. 
Start  at  once. 
Learn  it  by  heart. 
It  is  too  hard. 

The  work  was  too  hard  for  the  boy. 
They  have  had  a  hard  time. 
Where  did  you  find  that  card? 
Where  do  you  board? 
He  will  board  with  them  this  winter. 
How  much  does  he  pay  for  his  board? 
The  shoes  must  be  repaired. 
They  have  repaired  the  roof  of  the  house. 
Where  is  the  fort? 
I  will  show  you  the  way  to  the  fort. 
It  is  only  a  short  way  from  here  to  the  fort. 
What  is  the  name  of  the  fort? 
Did  you  go  on  board  the  warship? 
We  met  them  on  board  the  ship. 
I  feared  that  he  would  not  come. 


(b)   Are  you  fond  of  art? 

Have  you  been  to  the  Art  Museum? 

I  met  her  on  the  way  to  the  Art  Museum. 

We  have  a  fine  new  Art  Museum. 

My  niece  goes  to  the  Art  School. 

Give  me  your  chart. 

That  is  a  good  chart. 


LIP-READING  FOR  THE  DEAF  117 

How  much  did  you  pay  for  that  chart? 

I  cannot  afford  to  pay  so  much. 

He  cannot  afford  to  pay  so  much  for  his  board. 

The  ship  has  come  into  port. 

Did  you  read  the  report  in  the  newspaper? 

The  report  was  short. 

What  kind  of  a  bird  is  that? 

That  is  a  robin-redbreast. 

I  saw  a  bluebird  in  the  garden. 

I  have  hurt  my  hand. 

The  boy  was  hurt  by  the  automobile. 

I  am  afraid  it  will  hurt  you. 

Have  you  heard  about  it? 

Have  you  heard  how  the  man  was  hurt? 

What  is  the  word? 

How  do  you  spell  that  word? 

What  does  that  word  mean? 

That  is  the  first  time  that  I  have  seen  that  word. 

They  promised  to  send  me  word. 

Who  received  the  reward? 

They  offered  a  reward. 

I  heard  that  they  had  offered  a  reward. 

Write  your  name  on  this  card. 

I  found  this  card  on  the  floor  in  the  Art  Museum. 

(c)    She  has  failed. 

The  ship  sailed  at  four  o'clock. 

The  letter  was  mailed. 

It  was  sealed. 

The  house  was  sold. 

He  told  me  that  the  house  was  sold. 

How  old  is  your  brother? 

My  father  has  sold  the  old  house  on  the  hill. 

We  have  had  very  cold  weather. 

It  is  too  cold  to  go  out. 

Are  you  cold? 

Fold  the  paper. 

What  ailed  her? 

They  felt  that  it  would  be  the  best  way. 


Il8  THE  MULLER-WALLE  METHOD 

I  felt  sure  that  he  would  go. 

It  was  my  fault. 

That  is  your  own  fault. 

At  first  we  were  afraid  that  it  was  the  boy's  fault. 

We  felt  very  sorry  for  the  boy. 

They  felt  the  cold. 

The  ice  will  soon  melt. 

Have  you  seen  my  new  belt? 

I  bought  a  black  belt. 

The  glass  was  filled  to  the  brim. 

It  was  filled  with  water. 


(d)  They  failed  to  come  on  time. 

I  mailed  the  letter  at  the  post-office. 

The  ship  sailed  at  three  o'clock  on  Friday. 

They  sailed  from  New  York. 

Have  you  sealed  the  letter? 

Are  you  sure  that  you  sealed  it  before  you  mailed  it? 

She  wore  a  broad-brimmed  hat  to  shield  her   eyes 

from  the  sun. 

The  farmer  was  in  the  corn-field. 
We  will  cross  the  field  on  our  way  to  the  post-office. 
Who  owns  that  field? 
How  large  is  the  field? 
The  vase  was  filled  with  flowers. 
Who  filled  my  fountain-pen? 
I  filled  it  for  you  this  morning. 
Who  built  this  house? 
It  was  built  many  years  ago. 
Shall  you  have  that  old  picture  framed? 
I  think  I  shall  get  a  gilt  frame. 
They  called  for  me  on  the  way  to  the  Art  Museum. 
How  old  is  that  man? 
Fold  the  paper  and  put  it  into  an  envelope. 
What  is  the  best  way  to  fold  it? 
The  farmer  has  sold  his  farm  and  moved  away. 
The  old  place  will  be  sold. 
Who  told  you  that  it  would  be  sold? 


LIP-READING  FOR  THE  DEAF  119 

II.     Vocabulary. 

These  words  may  be  used  to  form  new  sentences: 

NOUNS  —  art,  part,  cart,  card,  board,  heart,  reward,  sport, 
port,  court,  cord,  fort,  report,  word,  shield,  field,  fault, 
malt,  mould,  gold,  child. 

VERBS  —  start,  board,  aired,  cared,  failed,  mailed,  sailed,  nailed, 
sealed,  filled,  built,  killed,  fold,  sold,  scold,  soiled,  boiled, 
curled,  furled,  hurt. 

ADJECTIVES  —  hard,  gilt,  cold,  mild,  wild,  short,  old,  third. 

C  —  Exercise  Story 

Have  you  been  away? 
Have  you  been  away  on  the  train? 
How  far  did  you  go? 
Do  you  like  to  travel? 
Do  you  like  to  ride  on  the  train? 
Did  you  ever  ride  in  an  automobile? 
Do  you  prefer  to  ride  in  a  carriage? 
Did  you  ever  ride  in  an  omnibus? 
Do  you  often  ride  in  a  taxi-cab? 
Did  you  ever  ride  in  a  hansom? 
Did  you  ever  ride  in  a  hansom  in  New  York? 
Many  people  ride  in  hansoms  in  New  York  and  London. 
Did  you  ever  ride  on  Fifth  Avenue  in  a  hansom? 
Did  you  ever  ride  in  a  Fifth  Avenue  stage? 
Did  you  ever  ride  on  top  of  a  Fifth  Avenue  stage-coach? 
Did  you  ever  ride  in  a  stage-coach? 
Did  you  ever  see  one  of  the  old-fashioned  stage-coaches? 
A  long  time  ago.  .  .  . 

Many  years  ago,  before  the  steam-engine  was  invented.  . .  . 
Many  years  ago,  before  the  invention  of  the  steam-engine.  . . . 
Before  the  invention  of  the  steam-engine,  everybody  traveled 
in  stage-coaches. 

It  was  not  very  comfortable  riding  in  a  stage-coach. 

It  was  not  so  comfortable  in  a  stage-coach  as  it  is  on  the  train. 


120  THE  MULLER-WALLE  METHOD 

A  stage-coach  is  not  so  comfortable  as  the  train. 

A  stage-coach  is  not  so  comfortable  as  a  Pullman  car. 

Traveling  in  a  stage-coach  was  not  very  comfortable. 

Traveling  in  a  stage-coach  was  not  very  safe. 

The  roads  were  not  very  safe. 

There  were  a  great  many  thieves. 

There  were  a  great  many  robbers. 

The  stage-coaches  were  often  robbed. 

The  stage-coaches  were  often  held  up. 

The  stage-coaches  were  often  held  up  by  highwaymen. 

Once  upon  a  time.  .  .  . 

Once  upon  a  time,  some  people  were  traveling. 

Some  people  were  traveling  in  a  stage-coach. 

Several  people  were  traveling  in  a  stage-coach. 

Several  people  were  traveling  in  a  stage-coach  from  Liverpool 
to  London. 

There  were  several  men  in  the  stage-coach. 

There  were  several  men  and  one  lady. 

It  was  a  very  dark  night. 

The  night  was  very  dark. 

The  night  was  very  dark,  and  the  people  were  afraid. 

They  were  afraid  that  they  might  be  held  up. 

They  were  afraid  that  a  highwayman  might  hold  them  up. 

A  highwayman  might  hold  them  up. 

A  highwayman  might  hold  them  up  and  take  their  money 
away  from  them. 

They  were  afraid  of  losing  their  money. 

They  all  had  money  with  them. 

One  gentleman  said  that  he  had  a  great  deal  of  money  with 
him. 

One  gentleman  said  that  he  had  ten  pounds  with  him. 

He  had  ten  pounds  with  him,  and  he  was  afraid  he  might  lose  it. 

He  did  not  want  to  lose  it. 

He  wanted  to  hide  it. 

He  wanted  to  hide  it  where  the  highwayman  could  not  find  it. 

He  asked  the  other  men  where  he  should  hide  it. 

He  asked  the  lady  where  she  thought  he  ought  to  hide  it. 

The  lady  told  him  to  hide  the  money  in  his  boots. 

He  had  just  put  the  money  into  his  boots.  .  .  . 


LIP-READING  FOR  THE  DEAF  121 

He  had  just  put  the  money  into  his  boots,  when  the  coach  stopped. 

Someone  stopped  the  coach. 

A  highwayman  stopped  the  coach,  and  ordered  the  travelers 
to  give  him  their  money. 

The  lady  who  was  in  the  coach.  .  . . 

The  lady  who  was  in  the  coach  spoke  to  the  highwayman. 

The  lady  told  the  highwayman  that  she  did  not  have  any 
money. 

The  lady  said,  "I  have  no  money,  but  that  gentleman  over 
there  has  ten  pounds  in  his  boots." 

The  gentleman  was  very  much  surprised. 

The  gentleman  was  very  angry. 

The  gentleman  was  very  angry,  but  he  had  to  give  up  the 
money. 

He  had  to  give  up  the  ten  pounds. 

The  highwayman  took  the  ten  pounds,  and  went  away. 

After  he  had  gone.  .  . . 

After  he  had  gone,  all  the  men  in  the  coach  began  to  talk  to 
the  lady. 

They  were  all  very  angry. 

They  all  talked  at  once. 

They  all  said  that  the  lady  was  to  blame. 

They  all  said  that  the  lady  was  a  thief. 

They  all  said  that  the  lady  was  a  partner  of  the  highwayman. 

They  accused  the  lady  of  being  in  partnership  with  the  high- 
wayman. 

The  lady  said  it  was  not  true. 

She  said  she  would  show  them  that  it  was  not  true. 

She  said  she  would  prove  to  them  that  it  was  not  true. 

She  asked  them  to  come  to  her  house. 

She  asked  them  to  come  to  her  house  in  London. 

She  asked  them  all  to  come  and  see  her  on  the  following  day. 

She  asked  them  all  to  come  to  dinner  on  the  following  day. 

She  said  that  if  they  would  all  come  to  dinner  at  her  house  in 
London,  on  the  following  day,  she  would  prove  to  them  that  she 
was  not  a  thief. 

The  next  day.  .  . . 

The  next  day,  they  all  went  to  her  house  in  London. 

It  was  a  very  beautiful  house. 


122  THE  MULLER-WALLE  METHOD 

It  was  a  very  large  and  beautiful  house. 

They  had  a  fine  dinner. 

They  had  a  magnificent  dinner. 

After  dinner.  .  . . 

After  dinner,  the  lady  asked  them  all  to  come  into  the  drawing 
room. 

When  they  were  all  in  the  drawing-room,  they  saw.  .  .  . 

They  saw  that  the  lady  had  something  in  her  hand. 

The  lady  had  a  pocket-book  in  her  hand. 

She  gave  it  to  the  gentleman. 

She  gave  it  to  the  gentleman  who  had  lost  the  ten  pounds. 

She  gave  it  to  him  and  said. 

She  said,  "I  am  very  sorry." 

"I  am  very  sorry  that  I  had  to  do  such  a  thing." 

"I  hope  you  will  forgive  me." 

"I  hope  you  will  pardon  me." 

"I  beg  your  pardon." 

"I  apologize." 

"I  apologize  most  sincerely." 

"Please  accept  my  apologies  for  what  I  did  last  night." 

"I  had  to  do  it." 

"There  was  nothing  else  for  me  to  do." 

"I  could  not  do  anything  else." 

"I  could  not  do  anything  except  to  tell  the  highwayman  where 
your  money  was." 

"I  had  to  tell  him." 

"  If  I  had  not  told  him  he  would  not  have  gone  away." 

"I  had  a  great  deal  of  money  with  me." 

"I  had  a  thousand  pounds  with  me." 

"I  had  a  thousand  pounds  with  me,  and  I  was  afraid  that  he 
would  find  them." 

"Here  is  your  money." 

"Here  is  fifty  pounds  for  you." 

"Here  is  fifty  pounds  to  make  up  for  the  ten  that  you  lost." 

"You  must  take  the  money." 

"You  must  accept  the  money." 

"I  think  I  am  fortunate." 

"I  think  I  am  very  fortunate  to  save  the  thousand  pounds." 

"You  must  accept  the  money,  for  I  consider  myself  very  fortu- 
nate to  have  saved  the  thousand  pounds." 


LIP-READING  FOR  THE  DEAF  123 

The  gentleman  was  very  much  pleased. 
All  the  gentlemen  were  very  much  pleased. 
They  thought  that  the  lady  was  very  clever. 
They  thought  that  the  lady  was  very  clever,  and  also  very 
generous. 

They  thought  the  lady  was  very  clever  as  well  as  very  generous. 


THE    STAGE-COACH 

Several  years  ago,  some  people  were  traveling  in  a  stage-coach 
towards  London.  At  the  approach  of  night,  they  began  to 
express  their  fears  of  being  attacked  by  highwaymen.  One 
gentleman  said  he  had  ten  guineas,  and  did  not  know  where  to 
hide  them  for  safety.  A  lady  who  sat  next  to  him  in  the  coach 
advised  him  to  conceal  them  in  his  boots,  which  he  immediately 
did.  Soon  after  a  highwayman  came  up  and  demanded  their 
purses.  The  lady  told  him  that  she  had  no  money,  but  that,  if 
he  would  search  that  gentleman's  boots,  he  would  find  ten 
guineas. 

The  astonished  traveler  was  obliged  to  submit  and  lost  his 
money,  but,  as  soon  as  the  robber  was  gone,  he  loaded  the  lady 
with  abuse,  declaring  she  was  a  confederate  of  the  thief.  She 
acknowledged  that  appearances  were  against  her,  but  added 
that,  if  the  travelers  would  all  do  her  the  honor  to  dine  with 
her  on  the  following  day,  she  would  explain  to  their  satisfaction 
her  conduct  which  appeared  so  mysterious. 

They  consented,  and  after  partaking  of  a  magnificent  dinner, 
the  lady  took  them  into  the  drawing-room.  There  she  showed 
them  a  pocket-book  and  said,  "Here  is  an  apology  for  my  con- 
duct of  last  night.  It  contains  bank-notes  for  several  hundred 
pounds."  Then  addressing  herself  to  the  gentleman  she  said: 
"Sir,  if  I  had  not  directed  the  highwayman's  attention  to  your 
ten  guineas,  I  should  have  lost  my  bank-notes.  I  therefore  beg 
that,  to  make  you  amends  for  your  loss  and  vexation,  you  will 
accept  one  of  these  bank-notes  for  a  hundred  pounds.  No 
excuses,  sir,  for  I  consider  myself  fortunate  in  saving  the  others 
at  that  price." 

The  travelers  were  highly  pleased  with  the  lady's  generosity, 
and  complimented  her  on  her  presence  of  mind. 


LESSON    XVII 


I.    d  (or  t),  k,  and  &  after  n  preceded  by  a  vowel. 

Syllables  are  given  here  but  it  is  not  advisable  to  spend  time 
in  practising  these  before  a  mirror. 

The  difference  is  only  slight.  Syllables  ending  in  nd  (or  ned). 
nk  (really  ngk),  n£  after  a  vowel  are  somewhat  longer  than  those 
ending  in  n.  There  is  some  movement  at  the  corners  of  the 
mouth  and  in  the  cheeks. 


66n_ooned 

een^eened 

oun^ouned 

I  nein  ed 


in_mned 
en^end 
ain^ained 
own    Owned 


unhung 
In    Ink 


urn    limed 


I.     Sentence  Practice. 

(a)    Send  it  to  me. 
Send  it  by  mail. 
Send  for  the  book. 
Send  me  a  message. 
Send  a  reply  by  the  messenger. 
Send  it  off  immediately. 
Send  it  back. 

Send  word  to  him  at  once. 
Send  him  a  message  to  the  Art  Club. 
Shall  I  send  it? 
Who  will  send  it? 
Have  you  sent  it? 

(124) 


LIP-READING  FOR  THE  DEAF  125 

You  may  send  it. 

You  ought  to  send  it  to  her. 

Who  sent  the  child  there? 

Will  you  please  send  me  the  book  by  to-morrow? 

Why  didn't  you  send  me  word? 

She  sent  to  the  post-office  for  some  stamps. 

The  letter  was  sent  by  Special  Delivery. 

The  package  was  sent  C.O.D. 

It  is  not  necessary  to  have  it  sent  by  mail. 

The  two  registered  letters  were  sent  off  at  the  same 

time. 

Send  it  by  freight. 

Go  to  the  post-office  and  send  the  letter  at  once. 
She  telephoned  me  that  the  flowers  should  be  sent 

before  nine  o'clock. 

Before  you  send  off  the  report,  make  a  copy  of  it. 
I  shall  remember  to  send  her  the  manuscript. 
They  have  sent  me  four  books  instead  of  five. 
Perhaps  it  was  sent  by  mistake. 
The  message  should  be  sent  without  delay. 

(b)   Think  it  over. 
Think  about  it. 
Think  up  something. 
Think  out  a  plan. 
Think  over  the  matter. 
Think  it  all  out. 
Think  seriously  about  it. 
What  have  you  found? 
Have  you  found  it  out? 
Can  you  find  out  about  it? 
It  is  hard  to  find  out  anything  about  it. 
We  found  a  part  of  it. 
We  sent  part  of  it  to  you. 
We  meant  to  send  it. 
We  meant  to  find  out  about  it. 
We  meant  to  hunt  for  it. 
They  found  fault  with  everything. 
I  thank  you. 


126  THE  MULLER-WALLE  METHOD 

We  must  thank  them  for  the  flowers. 

Lend  me  your  book. 

Please  lend  it  to  me  for  an  hour. 

When  did  you  lend  it  to  him? 

Can  you  mend  it  for  me? 

Will  you  find  it  for  me? 

Hand  it  to  me. 

Hand  me  the  book. 

Will  you  send  me  the  book  when  you  find  it? 

If  you  think  of  it,  ask  her  to  lend  me  the  book  if  she 

can  find  it. 

Send  her  for  it  whenever  you  think  of  it. 
Mend  it  before  you  send  it. 
If  you  wish  to  lend  it  to  her,  you  must  think  to  mend 

it  before  you  send  it. 

(c)    I  have  learned  my  lesson. 

He  has  learned  the  poem  by  heart. 

How  much  money  has  he  earned? 

The  house  was  burned  to  the  ground. 

Who  owned  the  barn  that  was  burned? 

Have  the  book  bound. 

It  must  be  rebound. 

Have  you  found  out  who  bought  the  land? 

I  think  I  have  found  the  right  way. 

What  do  you  think  of  the  plan? 

I  think  it  will  come  out  right  in  the  end. 

Where  did  the  ship  sink? 

The  ship  sank  in  the  sound. 

The  bank  has  failed. 

Lend  me  the  new  French  novel? 

Please  go  to  the  bank  with  me. 

The  tank  was  filled  with  water. 

Can  you  hear  the  sound  of  my  voice? 

Will  you  have  the  coffee  ground? 

Grind  it  for  me. 

Ask  the  grocer  to  grind  the  coffee,  and  then  send  it 

to  me. 
I  bought  a  pound  of  coffee. 


LIP-READING  FOR  THE  DEAF  127 

We  have  planned  to  go  South  this  winter. 

They  have  raised  a  large  fund. 

How  did  the  story  end? 

It  rained  from  morning  till  night. 

We  should  have  gone  to  row  on  the  pond  it  if  had  not 

rained. 
Show  us  the  way  to  the  pond. 


(d)   If  you  think  it  will  be  all  right,  I  will  send  it  to  them 

at  once. 

Do  not  go  to  the  bank  before  they  send  you  word. 
I  filled  out  the  blank  and  sent  it  to  the  bank. 
The  story  was  very  interesting  from  beginning  to  end. 
I  did  not  read  the  end  of  the  story. 
As  soon  as  you  are  ready  we  will  go  to  the  bank. 
What  time  do  they  close  the  bank? 
Do  you  think  that  it  is  her  fault  that  the  book  was 

not  sent? 

Do  you  use  black  ink? 
What  kind  of  ink  do  they  use  in  the  bank? 
I  prefer  to  write  with  blue  ink. 
Think  it  over  before  you  make  up  your  mind. 
If  you  lose  the  book  you  will  be  fined. 
He  signed  the  paper  at  the  bank. 
Have  you  wound  the  clock? 
My  new  table  is  round. 
What  have  you  in  your  hand? 
Which  one  will  you  have,  the  pink  one  or  the  blue 

one? 

I  prefer  the  pink  one. 
Do  you  think  that  he  earned  the  money? 
I  think  he  earned  more  than  that. 
The  boys  have  planned  to  earn  some  money. 
They  earned  the  money  for  the  fund. 
I  believe  they  have  earned  enough  to  buy  the  land. 
They  are  bound  to  do  it. 


128  THE  MULLER-WALLE  METHOD 

II.     Vocabulary. 

These  words  may  be  used  to  form  new  sentences: 

NOUNS  —  hand,  land,  sand,  band,  bond,  fund,  pond,  end,  bank, 
blank,  rank,  pound,  gong,  rung,  pung,  ink,  tank,  pink, 
plank,  crank. 

VERBS  —  sinned,  found,  bound,  owned,  loaned,  rained,  gained, 
crowned,  ground,  planned,  sank,  think,  sink,  thank,  send, 
lend,  mend,  hand,  grind,  fined,  coined,  earned,  learned, 
burned. 

ADJECTIVES  —  fond,  frank. 


C  -  -  Exercise  Story 

Where  have  you  been? 

Have  you  been  to  the  concert? 

Have  you  been  to  the  theatre? 

Have  you  been  to  the  lecture? 

Where  was  the  lecture? 

Who  was  the  lecturer? 

What  was  the  subject  of  the  lecture? 

It  was  an  interesting  lecture. 

The  lecture  was  too  long. 

Could  you  follow  the  lecturer? 

Could  you  read  the  lecturer's  lips? 

Did  you  ever  hear  Mark  Twain  lecture? 

Once  Mark  Twain  gave  a  lecture  in  a  small  town. 

Once  Mark  Twain  went  to  a  small  town  to  give  a  lecture. 

Before  the  lecture  .  . . 

Before  the  lecture  he  went  out. 

Before  the  lecture  he  went  into  a  barber-shop. 

One  day,  Mark  Twain  arrived  at  a  small  town  to  give  a  lecture. 

Before  the  lecture  he  went  into  a  barber-shop  to  be  shaved. 

What  did  the  barber  say? 

What  did  he  say  to  Mark  Twain? 

The  barber  said  to  him,  "Are  you  a  stranger?" 


LIP-READING  FOR  THE  DEAF  129 

Mark  Twain  replied,  "Yes." 

Mark  Twain  replied,  "Yes,  this  is  the  first  time  I  have  been 
here." 

When  the  barber  asked  Mark  Twain  if  he  were  a  stran- 
ger, he  answered  that  he  had  never  been  in  that  town 
before. 

The  barber  continued  . . . 

The  barber  continued  to  talk  to  the  stranger. 

Did  he  say  anything  about  the  lecture? 

Did  he  tell  the  stranger  anything  about  the  lecture? 

The  barber  said  to  the  stranger,  "Mark  Twain  is  going  to 
lecture  here  this  evening." 

Are  you  going? 

Are  you  going  to  the  lecture? 

I  suppose  you  will  go. 

I  suppose  you  will  go  to  hear  him  lecture. 

I  suppose  you  would  like  to  go  to  the  lecture. 

Mark  Twain  replied,  "Oh,  I  guess  so." 

Have  you  bought  your  ticket? 

Where  can  I  buy  a  ticket? 

How  much  are  the  tickets? 

How  many  tickets  will  you  buy? 

"Have  you  bought  your  ticket?"  said  the  barber. 

"No,  not  yet." 

Mark  Twain  replied,  "No,  not  yet." 

How  many  tickets  have  been  sold? 

How  many  tickets  to  Mark  Twain's  lecture  have  been 
sold? 

The  barber  told  the  stranger  that  every  ticket  had  been 
sold. 

"Everything  is  sold  out,"  said  the  barber. 

Did  you  ever  have  to  stand  during  a  lecture? 

It  is  very  tiresome  to  stand. 

"How  very  annoying,"  said  Mark  Twain. 

Mark  Twain  said  with  a  sigh,  "I  never  saw  such  luck!" 

The  barber  told  the  stranger  that  everything  was  sold  out  and 
that  he  would  have  to  stand. 

Mark  Twain  replied,  "How  very  annoying.  I  never  saw  such 
luck!  I  alwavs  have  to  stand  when  that  fellow  lectures." 


130  THE  MULLER-WALLE  METHOD 

MARK    TWAIN'S   HARD    LUCK 

In  the  course  of  his  lecture  trips,  Mark  Twain  arrived  at  a 
small  town.  Before  dinner  he  went  into  a  barber-shop  to  be 
shaved.  The  barber  said  to  him,  "You  are  a  stranger." 

"Yes,"  replied  Mark  Twain. 

"You  chose  a  good  time  to  come,"  said  the  barber.  "Mark 
Twain  is  going  to  read  and  lecture  here  this  evening.  You'll  go 
I  suppose?" 

"Oh,  I  guess  so." 

"  Have  you  bought  your  ticket?" 

"Not  yet." 

"But  everything  is  sold  out.     You'll  have  to  stand." 

"How  very  annoying,"  said  Mark  Twain  with  a  sigh.  "I 
never  saw  such  luck!  I  always  have  to  stand  when  that  fellow 
lectures." 


LESSON  XVIII 
A 

I.  s  at  the  end  of  a  word  after  consonants  of  Class  I. 

fs  (vs),  ps,  (ms  or  bs). 

In  pronouncing  s  after  consonants  of  Class  I,  we  see  a  down- 
ward movement  of  the  lower  lip. 

II.  Mirror  Practice  on  Sounds. 

1.     Difference  between:  - 


arp^arps 
ope^opes 
Jp^ips  oop^oops 

up^Cips  ape^apes 

ep^eps  eep^,eeps 

Ipe^ipes 
iirp^urps 

Notice  that  in  sip  the  lips  are  closed  at  the  end  of  the  syllable. 
When  s  follows  p,  we  see  a  downward  movement  of  the  lower 
lip.  This  movement  is  necessary  in  order  to  emit  the  breath 
when  s  is  pronounced.  In  ms  and  bs  the  movement  is  the 
same  as  in  ps. 

2.     Difference  between:  — 

af^afs  arve^arves 

Sf^ofs  ove^oves 

if^ifs  oove_56ves 

uf^ufs  ave_,aves 

eaveeaves 


iirve^urve  s 
(131) 


132  THE  MULLER-WALLE  METHOD 

In  fs  and  vs  we  also  see  a  downward  movement  of  the  lower 
lip.  At  the  same  time  the  lower  teeth  which  were  covered  while 
pronouncing  f  or  v  are  visible.  The  lower  jaw  does  not  move. 


I.     Sentence  Practice 

(a)    Where  are  my  gloves? 
Where  are  my  caps? 
Where  are  my  wraps? 
Where  are  my  cups? 
Where  are  my  cuffs? 
Where  are  my  knives? 
Where  are  my  grapes? 
Where  are  my  plumes? 
Where  are  my  pipes? 
Where  are  my  maps? 
These  are  the  old  maps. 
Show  me  the  new  pipes. 
I  have  bought  some  blue  plumes. 
Give  me  a  bunch  of  grapes? 
The  new  knives  are  very  sharp. 
What  has  become  of  my  new  cuffs? 
Are  your  new  cuffs  blue? 
When  you  go  out  put  on  your  wraps. 
The  boys  have  some  new  caps. 
I  have  lost  a  pair  of  gloves. 
What  kind  of  gloves  shall  I  buy? 
What  kind  of  grapes  do  you  like  best? 
The  ships  went  ashore  on  the  reefs. 
The  waves  are  very  high  after  the  storm. 
I  love  to  watch  the  waves. 

(b)   He  hopes  to  come. 

She  comes  twice  a  week. 
He  believes  the  report. 
He  roams  about  the  woods. 


LIP-READING  FOR  THE  DEAF  133 

She  keeps  it  to  herself. 

It  gives  her  pleasure. 

It  gives  us  hope. 

It  gives  us  time. 

It  gives  them  a  chance. 

It  gives  them  much  pleasure. 

It  gives  them  something  to  talk  about. 

It  gives  them  a  new  object  in  life. 

It  gives  us  a  new  point  of  view. 

It  gives  us  a  clear  idea. 

It  gives  us  the  other  side. 

It  gives  us  a  good  account  of  the  play. 

It  seems  to  be  true. 

It  seems  to  move. 

It  seems  to  grow. 

It  seems  to  renew  their  hopes. 

It  seems  too  bad. 

It  seems  to  be  true. 

It  seems  impossible. 

It  seems  best. 

It  seems  a  long  way. 

It  seems  a  long  time. 

It  seems  very  hard. 

It  seems  to  be  the  same  size. 

It  seems  she  keeps  up. 

It  seems  he  gives  up  too  soon. 

(c)    The  water  foams. 
The  ship  moves. 
The  boy  sleeps. 
The  man  blames  him. 
He  claims  the  watch. 
He  whips  the  horse. 
He  claps  his  hands. 
He  stops  on  the  way. 
He  hopes  to  be  here  on  time. 
My  father  hopes  to  hear  about  it. 
He  believes  that  it  is  so. 
As  soon  as  he  comes  I  shall  let  you  know. 


134  THE  MULLER-WALLE  METHOD 

When  she  comes,  ask  her  about  it. 

How  many  rooms  are  there  in  your  new  house? 

What  are  the  names  of  those  two  men? 

Can  you  remember  names? 

Have  you  heard  the  rhymes? 

There  are  four  sloops  in  the  harbor. 

I  saw  the  sloops. 

We  saw  some  beautiful  plumes  in  the  shops. 

All  the  best  shops  are  on  Main  Street. 

I  bought  these  maps  this  morning. 

Those  maps  belong  to  my  brother. 

He  left  his  maps  at  home. 

Do  you  like  to  draw  maps? 

(d)   She  hopes  that  you  will  come  so  that  she  may  show 

you  her  new  house. 

She  comes  to  town  twice  a  week  for  her  lesson. 
He  believes  that  the  report  is  true. 
If  she  keeps  the  book  too  long  she  will  be  fined. 
It  seems  very  hard  at  first. 

This  one  seems  to  be  much  smaller  than  that  one. 
It  seems  to  me  that  that  would  be  the  best  way. 
The  man  blames  his  son  for  the  accident. 
If  she  stops  on  the  way  she  will  not  be  here  before 

noon. 

She  hopes  to  be  here  in  time  to  go  with  me. 
My  father  hopes  to  hear  from  them  before  to-morrow. 
He  believes  that  they  arrived  last  week. 
It  seems  that  they  have  sent  word  to  him  to  come 

home. 

How  many  names  were  on  the  list? 
The  last  list  contained  more  names  than  the  first  one. 
How  many  loaves  of  bread  did  you  buy? 
I  bought  two  loaves  of  bread  and  a  pound  of  grapes. 
I  sent  the  grapes  to  my  friend. 
Do  you  remember  the  fable  about  the  fox  and  the 

grapes? 

The  fox  thought  the  grapes  were  too  sour. 
Which  do  you  prefer,  grapes  or  plums? 


LIP-READING  FOR  THE  DEAF  135 

The  plums  are  ripe  now. 

Bring  me  a  pound  of  plums  when  you  go  to  town. 
He  leaves  town  to-morrow. 

If   he  leaves   on  the  early  train  he  will   be   here  by 
noon. 


II.     Vocabulary. 

These  words  may  be  used  to  form  new  sentences: 

NOUNS  —  arms,  farms,  names,  seams,  brooms,  groups,  plumes, 
plums,  sloops,  caps,  capes,  gloves,  maps,  grapes,  cuffs, 
knifes,  shelves,  rooms. 

VERBS  —  seems,   comes,  hopes,  gives,  lives,  roams,  keeps,  foams. 

C  —  Exercise  Story 

One  morning. .  .  . 

Every  morning.  . .  . 

Every  morning  I  go  down  town. 

I  go  down  town  every  morning  on  the  car. 

I  go  down  town  every  morning  on  the  street-car. 

The  street-cars  are  full  of  people. 

In  the  morning  the  street-cars  are  full  of  people. 

In  the  morning  the  street-cars  are  always  crowded. 

I  sometimes  have  to  stand  up. 

I  almost  always  have  to  stand  up. 

The  cars  are  always  so  crowded  that  I  can  never  get  a  seat. 

How  much  is  the  fare  on  the  street-car? 

Who  takes  up  the  fare  on  the  street-car? 

The  conductor  takes  up  the  fare  on  the  car. 

The  fare  is  five  cents. 

Give  the  conductor  five  cents. 

I  have  no  change. 

Here  is  a  fifty-cent  piece. 

Here  is  a  five-dollar  bill. 

Ask  the  conductor  if  he  can  change  a  five-dollar  bill. 


136  THE  MULLER-WALLE  METHOD 

The  conductor  took  the  money. 
The  conductor  gave  me  the  change. 
The  conductor  rang  the  bell. 
The  conductor  rang  up  the  fare. 
The  conductor  gave  me  a  transfer. 
Ask  the  conductor  for  a  transfer. 
Does  this  car  go  through  the  subway? 
Is  this  a  subway  car? 
We  are  on  the  wrong  car. 
We  must  get  off  at  the  transfer-station. 
Please  stop  the  car. 
I  want  to  get  off. 

When  I  came  down  town  this  morning,  the  car  was  not  very 
crowded. 

There  were  several  men  on  the  car. 

There  was  one  young  man  on  the  car. 

A  young  man  sat  opposite  me. 

When  the  car  stopped  . .  . 

When  the  car  stopped  the  young  man  got  up. 

He  did  not  get  off  the  car. 

He  walked  to  the  end  of  the  car. 

He  walked  to  the  door  of  the  car. 

He  saw  something  on  the  floor. 

He  stooped  to  pick  up  something. 

He  picked  up  something  and  looked  at  it. 

He  looked  at  it  very  closely. 

He  looked  at  it  very  carefully. 

He  looked  at  it  carefully  to  see  what  it  was. 

It  was  a  piece  of  money. 

It  was  a  coin. 

He  looked  at  the  coin  and  said  .  .  . 

He  remarked. 

He  spoke  in  a  loud  voice. 

He  asked  loudly,  "Has  anyone  lost  anything?" 

"  Has  anybody  lost  a  five-dollar  gold  piece?" 

There  was  another  man  on  the  car. 

He  was  a  tall  man. 

He  was  a  very  tall  man. 

He  was  a  very  tall  man  with  a  solemn  face. 


LIP-READING  FOR  THE  DEAF  137 

He  was  a  solemn-faced  man. 

He  was  sitting  at  the  other  end  of  the  car. 

A  solemn-faced  man,  who  was  sitting  at  the  other  end  of  the 
car  got  up. 

He  got  up  and  said,  "Yes." 

"Yes,  I  have  lost  something." 

"Yes,  I  have  lost  a  five-dollar  gold  piece." 

"That  belongs  to  me." 

"That  is  mine." 

"That  must  be  mine." 

"That  must  be  the  one  I  lost." 

He  went  up  to  the  young  man. 

He  went  up  to  the  young  man  and  held  out  his  hand. 

He  went  up  to  the  young  man  and  eagerly  held  out  his  hand. 

He  held  out  his  hand  eagerly  for  the  coin. 

The  young  man  gave  him  the  coin. 

The  young  man  put  the  coin  into  his  hand. 

The  young  man  gave  him  the  coin  that  he  had  found. 

The  young  man  said,  .  .  . 

The  young  man  gave  him  the  coin  and  remarked,  .  .  . 

"I  am  sorry  for  you." 

"I  feel  very  sorry  for  you." 

"I  feel  very  sorry  for  you  that  you  have  lost  a  five-dollar  gold 
piece." 

"I  am  very  sorry  for  your  loss." 

"Here  are  five  cents." 

"Here  is  a  five-cent  piece  to  help  make  up  for  your  loss." 

STORY 

One  day,  a  young  man,  riding  on  the  street-car,  picked  up  a 
coin  from  the  floor.  He  examined  it  carefully,  and  then  called 
out  in  a  loud  voice,  "Has  anyone  lost  a  five-dollar  gold  piece?" 

Instantly  a  solemn-faced  man  at  the  other  end  of  the  car  strode 
forward. 

"Yes,  I've  lost  a  five-dollar  gold  piece,"  he  said  eagerly  hold- 
ing out  his  hand. 

"Well,"  said  the  young  man,  giving  him  the  coin,  "I'm  sorry 
for  you.  Here's  five  cents  toward  making  good  your  loss." 


LESSON  XIX 
A 

I.    a  at  the  end  of  a  word  after  consonants  of  Class  II. 
ks  (or  gs),  ds  (or  ts),  Is 

In  pronouncing  s  after  consonants  of  Class  II,  we  see  an  up- 
ward movement  of  the  lower  jaw. 

II.    Mirror  Practice  on  Sounds 

1.     Difference  between:  - 


ack-acks 

ark^arks 

6ck^6ck  s 

oak^oaks 

ook^ooks 

ake^,akes 

eck^ecks 

eek^eeks 

Ick    Icks 

Ike_lkes 

urk^iirkes 

Notice  in  pronouncing  Sck  the  mouth  remains  open,  while  in 
acks  the  teeth  are  brought  together  after  pronouncing  k  and 
therefore  we  see  an  upward  movement  of  the  jaw. 


Note.     The  letter  x  is  pronounced  like  ks    and   therefore, 
words  ending  in  x  come  under  this  group. 


tacks  —  tax 
fldcks  —  ph!6x 

(138) 


LIP-READING  FOR  THE  DEAF  139 

2.     Difference  between:  — 

al^al  s  arl^arl  s  lle^lle  s 

elK_ells  ole^oles  owl^owls 

ill^ill  s  ool_56l  s  6il_6il  s 

ull^ulls  ail^ails  url^iirls 

eel^eel  s 

Notice  the  same  movements  as  in  1. 

B 

I.     Sentence  Practice. 

(a)   She  calls  me. 

She  calls  for  them. 

She  calls  him  up. 

She  calls  on  them  very  often. 

She  calls  for  the  book  at  the  library. 

He  takes  it  away. 

He  takes  it  back. 

He  takes  it  up. 

He  takes  it  off. 

He  takes  it  out  of  the  room. 

He  takes  it  with  him. 

He  takes  it  in  fun. 

He  takes  it  as  a  joke. 

It  looks  too  hard. 

It  looks  too  long. 

It  looks  too  easy. 

It  looks  well. 

It  looks  as  though  it  would  rain. 

She  finds  there  is  no  way. 

She  finds  there  is  no  time. 

She  finds  there  is  no  use. 

She  finds  there  is  none  left. 

She  likes  to  play. 

She  likes  to  go  to  town. 

She  likes  to  read  aloud. 


140  THE  MULLER-WALLE  METHOD 

(b)  He  walks  very  fast. 

She  knocks  at  my  door  every  morning. 

What  makes  you  so  cross? 

That  makes  no  difference  to  me. 

I  shall  be  sorry  if  he  fails. 

What  ails  you? 

Who  likes  to  play  bridge? 

Who  found  the  balls? 

Who  saw  the  fox? 

Who  broke  my  box? 

Who  paid  the  tax? 

Who  paid  the  bills? 

Do  you  think  the  man  paid  the  bills? 

Do  you  think  the  boy  broke  my  box? 

Which  box  did  he  break? 

What  was  in  the  box? 

The  box  was  filled  with  blocks. 

It  was  the  box  that  was  filled  with  shells. 

How  many  blocks  are  there  in  that  box? 

Will  you  wind  the  clocks? 

I  can  see  three  clocks  from  my  window. 

Have  you  ever  been  to  the  Great  Lakes? 

I  wish  you  would  send  me  some  new  books. 

It  takes  me  too  long  to  do  that. 

If  she  takes  the  five  o'clock  train,  I  will  meet  her  at 

the  station. 
In  case  she  calls  for  me,  tell  her  that  I  will  be  at  home 

this  afternoon. 
In  case  it  rains,  I  shall  not  go. 

(c)  Please  give  me  some  wax. 
How  much  wax  did  you  buy? 
Put  the  wax  in  that  box. 

Do  you  know  where  I  can  find  a  letter-box? 
There  is  a  letter-box  in  front  of  our  house. 
Don't  forget  to  put  the  letter  into  the  box. 
There  are  many  high  rocks  along  the  shore. 
Let  us  climb  the  rocks. 
Have  you  ever  seen  a  fox? 


LIP-READING  FOR  THE  DEAF  141 

My  muff  is  made  of  fox  fur. 

The  phlox  is  a  beautiful  flower. 

He  sent  her  a  box  of  candy. 

The  box  locks. 

I  cannot  find  the  key  to  my  box. 

I  sent  her  a  box  of  books. 

What  are  the  names  of  the  books? 

I  wish  you  would  send  me  some  good  books. 

What  kind  of  books  do  you  like  to  read? 

I  prefer  the  old  books. 

I  heard  the  bells  ring. 

Who  rang  the  bells? 

Have  you  paid  your  tax-bill? 

(d)   Have  you  been  to  the  Falls? 

Will  you  buy  me  a  dozen  fresh  eggs? 

How  much  are  eggs  worth  now? 

Eggs  are  very  high  just  now. 

They  expect  to  return  in  about  three  weeks. 

We  gave  them  some  silver  forks  for  a  gift. 

Have  you  seen  my  new  book-racks? 

I  carved  these  book-racks. 

The  trunks  have  been  sent  to  the  station. 

The  halls  were  draped  with  flags. 

How  many  stars  are  there  in  our  flag? 

Where  are  the  Great  Lakes? 

We  are  going  to  spend  a  few  weeks  there. 

He  was  here  a  few  weeks  ago. 

I  read  those  books  several  years  ago. 

My  brother  calls  for  the  books  on  his  way  to  the 

library. 

He  takes  them  back  when  he  goes  to  town. 
There  are  some  fine  oaks  in  our  parks. 
We  have  a  number  of  fine  parks. 
If  he  sails  on  the  15th  day  of  September,  he  will  surely 

be  here  by  the  1st  of  October. 
If   she  brings  her  books,   we   can   study   our  lesson 

together. 
It  takes  time  to  do  things  well. 


142  THE  MULLER-WALLE  METHOD 

II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  rakes,  lakes,  rocks,  flakes,  flocks,  cakes,  rails,  halls, 
balls,  bills,  pills,  tools,  shells,  clocks,  barks,  axe,  flax,  box, 
phlox,  ox,  fox. 

VERBS  —  likes,  talks,  fills,  calls,  sails,  mails,  takes,  looks,  fails, 
seals,  boils,  soils,  curls. 


C  —  Exercise  Story 

Did  you  receive  a  letter  this  morning? 

Did  you  receive  a  letter  from  your  friend? 

From  whom  did  you  receive  a  letter? 

From  whom  did  you  receive  a  message? 

From  whom  did  you  receive  a  present? 

Did  you  receive  a  present  (message)  from  your  friend? 

How  was  the  present  (message)  sent? 

The  present  was  sent  by  a  messenger. 

The  messenger  brought  the  present  to  me. 

The  messenger  brought  the  present  to  me  from  my  friend. 

My  friend  sent  a  message  to  me  this  morning. 

Who  was  the  messenger? 

The  messenger  was  a  boy. 

The  messenger  boy  came  to  my  house. 

The  messenger  boy  came  to  my  house  early  this  morning. 

Early  this  morning  the  bell  rang  and  a  messenger  boy  brought 
me  a  present. 

I  received  a  telephone  message  this  morning. 

How  much  do  you  have  to  pay  for  a  telephone  message? 

How  much  did  you  give  the  messenger  boy  who  brought  the 
message? 

Did  you  give  him  anything  for  his  trouble? 

I  will  tell  you  a  story  about  a  messenger  boy. 

Would  you  like  to  hear  the  story? 

Have  you  ever  heard  the  story? 


LIP-READING  FOR  THE  DEAF  143 

The  story  is  about  Dean  Swift. 

The  story  is  about  Dean  Swift  and  the  messenger  boy. 

Who  was  Dean  Swift? 

Can  you  tell  me  anything  about  him? 

He  had  a  great  many  friends. 

His  friends  were  very  kind  to  him. 

His  friends  often  sent  him  presents. 

They  were  in  the  habit  of  sending  him  presents. 

One  of  his  friends  often  sent  him  presents. 

He  always  sent  them  by  the  same  boy. 

The  boy  often  came  to  the  Dean's  house. 

The  Dean  had  never  given  the  boy  anything  for  his  trouble. 

A  friend  of  Dean  Swift's  was  in  the  habit  of  sending  him 
presents  which  were  generally  brought  by  the  same  servant 
boy. 

Dean  Swift  had  always  omitted  to  give  the  boy  anything  for 
his  trouble. 

One  day  the  boy  came  again. 

One  day  the  boy  called  again  with  a  present  from  his  master. 

He  rang  the  bell. 

He  rang  the  bell  and  was  let  into  the  house. 

He  was  familiar  with  the  house. 

He  knew  where  to  find  the  Dean. 

He  knew  where  the  Dean's  room  was. 

As  he  knew  where  to  find  the  Dean,  he  immediately  went  up  to 
his  room. 

He  walked  up  to  the  door  of  the  study. 

He  was  in  a  hurry. 

He  was  in  such  a  hurry .  . . 

He  was  in  such  a  hurry  that  he  forgot  to  knock  at  the  door. 

Being  in  a  great  hurry  that  morning,  he  did  not  stop  to  knock 
at  the  door. 

Without  knocking  at  the  door,  he  pushed  it  open. 

He  pushed  open  the  door  quickly  without  knocking. 

As  soon  as  he  had  opened  the  door  he  called  out,  "My  master 
has  sent  you  a  present." 

One  day  the  messenger  came  again  with  a  present  for  the  Dean. 
He  rang  the  bell  and  was  let  into  the  house.  Being  familiar 
with  the  house  he  knew  where  to  find  the  Dean  and  hurried  to 


144  THE  MULLER-WALLE  METHOD 

his  study.     He  pushed  open  the  door  and  called  out,  "Here  is  a 
present  from  my  master." 

The  Dean  was  writing  at  his  table. 

The  Dean  who  was  writing  at  his  table  looked  up. 

He  said,  "My  boy,  that  is  not  the  way  to  deliver  a  present." 

"I  will  show  you  how  to  deliver  a  present." 

"You  sit  down  in  my  chair." 

"You  must  learn  to  be  more  polite." 

"I  will  teach  you  how  to  be  more  polite." 

The  boy  sat  down. 

The  boy  sat  down  in  the  Dean's  chair. 

The  boy  sat  down  in  the  Dean's  chair  at  his  desk. 

The  Dean  went  out  of  the  room. 

The  Dean  left  the  study. 

The  Dean  left  the  boy  sitting  in  his  chair  at  the  desk. 

Presently  he  knocked  at  the  door. 

Presently  the  boy  heard  a  knock  at  the  door. 

When  the  boy  heard  a  knock  at  the  door,  he  called,  "  Come  in." 

The  Dean  entered. 

The  Dean  entered  the  study. 

When  the  Dean  entered  the  study,  he  said:  — 

When  the  Dean  entered  the  study,  he  said,  "If  you  please  sir." 

"If  you  please  sir,"  said  the  Dean,  "my  master  presents  his 
compliments." 

"My  master  presents  his  compliments  and  begs  that  you  will 
accept  this  present." 

The  Dean  went  out  of  the  room,  and  left  the  boy  sitting  in  a 
chair  at  his  desk.  Presently  the  boy  heard  a  knock  at  the  door 
and  when  he  called,  "  Come  in,"  the  Dean  entered  the  room  and 
said,  "If  you  please,  sir,  my  master  presents  his  compliments  and 
begs  that  you  accept  this  present." 

The  boy  replied ... 

The  boy  replied,  "Is  that  so?" 

The  boy  replied,  "Is  that  so?  Return  my  best  thanks  to  your 
master." 

"Thank  your  master  for  me  and  here  is  half  a  crown  for  you, 
my  boy." 

The  Dean  burst  out  laughing. 

The  Dean  was  much  amused. 


LIP-READING  FOR  THE  DEAF  145 

The  Dean  was  much  amused  at  the  boy's  reply. 

He  was  so  pleased  with  the  boy's  remark  that  he  gave  him  the 
half  crown. 

After  that 

From  that  time  on.  ... 

From  that  time  on  whenever  the  boy  came  to  the  Dean's  house 
with  a  message  he  was  always  careful  to  be  polite. 

He  had  learned  his  lesson  well. 


DEAN    SWIFT   AND   THE    BOY 

One  day  a  friend  of  Dean  Swift  sent  him  a  present  by  a  ser- 
vant who  had  frequently  been  sent  on  similar  errands,  but  who 
had  never  received  the  most  trifling  mark  of  the  Dean's  generosity. 

Having  gained  admission,  he  opened  the  door  of  the  study, 
abruptly  put  down  the  present  and  cried  very  rudely,  "Master 
has  sent  you  a  present." 

"Young  man,"  said  the  Dean,  rising  from  his  chair,  "is  that 
the  way  you  deliver  your  message?  Let  me  teach  you  better 
manners.  Sit  down  in  my  chair,  and  I  will  show  you  how  to 
behave  in  future." 

The  boy  sat  down  and  the  Dean,  going  to  the  door,  came  up  to 
the  table,  with  a  respectful  pace,  and  making  a  low  bow  said, 
"Sir,  my  master  presents  his  kind  compliments,  hopes  that  you 
are  well,  and  requests  your  acceptance  of  a  small  present." 

"Does  he?"  replied  the  boy.  "Return  my  best  thanks  to  him, 
and  there  is  half  a  crown  for  you,  my  boy." 

The  Dean,  thus  drawn  into  an  act  of  generosity,  laughed 
heartily  and  gave  the  boy  a  crown  for  his  wit. 


LESSON  XX 


I.    d  and  t  before  a  vowel. 

These  belong   to   consonants  of  Class  II   and   are  explosive 
sounds. 

For  d  and  t  the  tip  of  the  tongue  is  placed  behind  the  upper 
gum  and  the  sides  touch  the  upper  side  teeth.  The  breath  is 
forced  out  between  the  teeth  and  the  tongue  falls  back  into  its 
flat  position.  It  is  this  movement  that  we  see  in  the  lower  jaw 
which  is  the  visible  characteristic.  We  have  the  same  move- 
ment for  k,  hard  c  and  g,  but  in  d  and  t  it  is  somewhat  plainer. 

Note.     In  practicing  syllables  in  this  lesson  take  only  d. 


II.     Mirror  Practice  on  Sounds. 


Compare:  — 


oo^doo  6u_dou 

a^da  ur^diir 

awdaw 


Notice  the  jaw  movement  in  syllables  beginning  with  d. 

d  and  t  are  practiced  more  in  sentences  than  in  syllables. 

(146) 


LIP-READING  FOR  THE  DEAF  147 

B 

I.     Sentence  Practice. 

(a)    What  did  you  do? 
How  did  you  do  it? 
Why  did  you  do  it? 
Did  you  do  it? 
Did  you  see  it? 
I  did  not  see  it. 
I  did  not  see  you  do  it. 
I  did  not  think  that  you  would  do  it. 
Why  do  you  do  it  now? 
Do  you  think  she  will  do  it? 
Do  you  think  he  did  it? 
Why  do  you  think  he  did  it? 
Did  they  do  it? 
Don't  do  it. 
Don't  do  that  now. 
Did  you  say  that? 
Will  you  do  it  soon? 
Did  you  know  that  I  did  it? 
Do  you  know  how  to  do  it? 
Do  you  know  how  they  did  it? 
Do  you  know  why  he  did  it? 
Do  you  think  that  you  can  do  it? 
Don't  think  of  doing  it. 
I  did  not  dare  to  do  it. 
Do  you  feel  sure  of  it  ? 
Do  you  feel  sure  that  we  ought  to  do  it? 
I  think  it  ought  to  be  done. 
How  much  did  you  do? 
How  much  have  you  done? 
I  doubt  whether  I  can  do  it. 
I  doubt  whether  I  can  do  it  to-day. 
I  doubt  whether  that  is  the  right  way  to  do  it. 
I  doubt  whether  it  can  be  done  in  that  way. 
I  didn't  know  that  it  would  be  done  so  well. 
Don't  you  think  that  it  will  be  done  on  time? 


148  THE  MULLER-WALLE  METHOD 

Don't  you  know  how  to  do  it? 

Didn't  you  know  the  way? 

Didn't  they  show  you  how  to  do  it? 

Does  he  do  the  work  well? 

Does  he  know  how  it  should  be  done? 

Do  it  or  not,  just  as  you  please. 

I  do  think  he  ought  to  do  better,  don't  you? 

Do  you  know  how  much  there  is  to  be  done? 

(b)  Do  you  know  how  to  play  that  game? 
Do  you  think  it  will  do? 

Do  you  care  to  go  to  the  dance? 

Do  it  now. 

Do  it  again. 

Do  it  later. 

Do  it  over  again. 

Do  to  others  as  you  would  that  they  should  do  to  you. 

It  is  time  to  go. 

It  is  time  to  do  it. 

It  is  time  to  see  it. 

It  is  time  to  think  it  over. 

It  is  time  to  send  it  off. 

It  is  too  far. 

It  is  too  hard. 

It  is  too  late. 

It  is  too  much. 

It  is  too  long. 

It  is  too  dark. 

It  is  too  deep. 

Tell  me  about  the  dance. 

Tell  them  what  to  do. 

Tell  the  man  to  take  it  away. 

Tell  him  how  you  wish  to  have  it  done. 

Tell  them  to  take  it  off. 

(c)  What  daily  paper  do  you  read? 

She  told  me  that  she  would  come  daily. 
I  wish  you  would  teach  me  how  to  do  it. 
I  taught  her  daughter  how  to  do  it. 


LIP-READING  FOR  THE  DEAF  149 

Do  not  talk  so  loud.     You  will  disturb  them. 

Do  not  let  that  disturb  you. 

I  told  the  maid  to  close  the  door. 

She  told  me  that  she  would  do  so. 

He  told  us  that  there  was  no  danger. 

I  doubt  if  they  will  tell  us  about  their  plan  to-day. 

There  is  no  doubt  about  it. 

On  what  date  did  they  arrive? 

They  were  to  arrive  yesterday,  but  the  fog  was  so 

dense  that  the  ship  could  not  dock  in  time. 
What  time  will  they  reach  the  dock? 
I  doubt  if  they  will  dock  to-day. 
It  would  doubtless  be  well  to  do  that  right  away. 
The  waves  dashed  over  the  deck  of  the  ship. 
It  is  so  damp  that  we  cannot  go  out  on  deck. 
Shall  we  have  some  tea? 
This  tea  tasted  very  good. 
How  does  your  tea  taste? 
Have  you  ever  read  "  Over  the  Tea-cups"? 
This  tea  came  from  China. 
Will  you  take  tea  with  me  this  evening? 
My  tea  is  too  strong. 
I  don't  care  for  strong  tea. 

(d)   What  time  did  you  arrive  on  Tuesday? 

They   arrived  on   Tuesday,   the   twenty-first   day  of 

December. 
What  day  is  to-day? 
I  think  it  is  your  duty  to  go  to-day. 
What  time  did  you  have  your  dinner? 
Dinner  is  never  on  time. 
Will  you  dine  with  us  to-morrow? 
What  time  do  you  dine? 
They  will  dine  with  us  on  Tuesday. 
I  gave  the  boy  a  dime. 
A  dime  is  a  tenth  of  a  dollar. 
Did  you  have  a  good  time  to-day? 
Will  you  let  me  see  your  time-table? 
Please  get  me  a  time-table  when  you  go  to  town  to-day. 


150  THE  MULLER-WALLE  METHOD 

I  am  going  down-town  to-day  to  buy  a  table  for  the 

dining-room. 

We  have  a  new  tea  table. 
Did  you  talk  to  him  about  it? 
Please  don't  talk  to  me  now. 
Don't  talk  about  it. 

I'm  tired  of  hearing  them  talk  about  it. 
Play  the  tune  over. 
I  taught  him  to  play  that  tune. 
To  whom  does  that  dog  belong? 
Don't  tease  the  dog. 
What  is  your  dog's  name? 
Did  you  go  to  the  dog-show? 
The  team  stopped  in  front  of  the  door. 
To-day  is  the  tenth  of  December. 
Come  and  dine  with  us  the  day  after  to-morrow. 
We  have  dinner  at  six  o'clock. 


II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  dome,  dough,  dew,  daisy,  dainty,  dame,  date,  daughter, 
day,  dawn,  deed,  dean,  deer,  dime,  dog,  dove,  doubt, 
time,  tie,  tide,  tire,  tooth,  tool,  top,  tower,  town,  toy, 
toast,  toad. 

VERBS  —  darn,  do,  dance,  dare,  dash,  dip,  toil,  tip,  tie,  time. 

ADJECTIVES  OR  ADVERBS  —  dark,  damp,  dear,  deep,  down, 
tired,  together,  to-day,  too. 

C  —  Exercise  Story. 

Have  you  ever  been  abroad? 

Have  you  ever  been  in  Paris? 

Did  you  visit  the  French  Academy? 

Did  you  go  to  a  meeting  of  the  French  Academy? 


LIP-READING  FOR  THE  DEAF  151 

Do  you  speak  French? 

Do  you  understand  French  well  enough  to  attend  a  meet- 
ing? 

Is  the  meeting  public? 

Is  it  a  public  meeting? 

Is  it  open  to  the  public? 

Where  do  you  get  cards  for  admission? 

Where  do  you  get  tickets? 

How  much  are  they? 

What  is  the  price  of  admission? 

Perhaps  I  can  get  permission  to  go  to  the  meeting. 

Several  years  ago  .... 

Some  time  ago  .... 

A  great  many  years  ago  .... 

A  great  many  years  ago  Benjamin  Franklin  was  abroad. 

When  Franklin  was  abroad  .... 

When  Franklin  was  in  Paris  .... 

When  Franklin  was  in  Paris  he  attended  a  meeting. 

He  attended  a  public  meeting  of  the  French  Academy. 

He  did  not  understand  French  well. 

He  did  not  speak  the  language  fluently. 

He  spoke  but  little  French. 

But  he  wished  to  be  polite. 

But  he  wished  to  be  polite  and  applaud  at  the  right  time. 

He  did  not  understand  French  well  enough  to  be  able  to  follow 
all  that  was  said. 

What  did  he  do? 

What  did  he  decide  to  do? 

He  decided  to  watch  one  of  his  friends. 

He  decided  to  watch  a  lady  that  he  knew. 

One  of  his  acquaintances  was  there. 

One  of  his  acquaintances  was  at  the  meeting. 

One  of  his  acquaintances  was  at  the  meeting  and  he  decided  to 
watch  her. 

He  decided  that  he  would  applaud  whenever  she  did  so. 

Franklin  decided  to  watch  one  of  his  acquaintances  in  the 
audience  and  applaud  whenever  she  did  so. 

After  the  meeting  .... 

After  the  meeting  his  little  grandson  said  to  him  .... 


152  THE  MULLER-WALLE  METHOD 

He  said  to  him,  "  Why  did  you  applaud  only  when  they  praised 
you?" 

"Did  you  know  that  you  applauded  only  when  they  praised 
you?" 

Franklin  was  obliged  to  admit  .... 

Franklin  was  obliged  to  admit  that  he  did  not  understand 
much  French. 

Franklin  was  obliged  to  admit  that  he  did  not  understand 
French  and  therefore  had  applauded  only  when  his  friend  had 
done  so. 


BENJAMIN    FRANKLIN 

One  day  while  Benjamin  Franklin  was  in  Paris  he  attended  a 
meeting  at  the  French  Academy. 

He  did  not  understand  much  French,  but  he  wished  to  be 
polite  and  applaud  at  the  right  moment. 

Therefore,  he  decided  to  watch  one  of  his  friends  in  the  audience 
and  applaud  whenever  she  did  so. 

After  the  meeting  his  little  grandson  said  to  him,  "Why  did 
you  applaud  louder  than  anyone  else  when  your  name  was  men- 
tioned?" 

Franklin  was  obliged  to  admit  that  he  did  not  understand 
French  and  therefore  had  applauded  only  when  his  friend 
did  so. 


LESSON    XXI 

A 

I.  dr  and  tr  before  a  vowel. 

dr  and  tr  have  the  same  forward  movement  as  in  the  com- 
binations in  Lessons  VIII  and  IX. 

As  they  look  alike,  we  practice  only  one  of  these  in  syllables. 

II.  Mirror  Practice  on  Sounds. 

1.     Difference  between  :  — 


de\_dre 
do^dro  dl^.drl 

doo^droo        dou_dr6u 
da^dra  da_dra 

Notice  the  forward  movement  in  the  syllables  containing  the  r. 


2.     Pronounce  rapidly:  — 

the  day  —  the  dray 

the  tea  —  the  tree 

the  doubt  —  the  trout 

the  dive  —  the  drive 

the  team  —  the  dream 

In  the  above  exercise,  do  not  try  to  distinguish  between  d  and 
t,  —  merely  note  the  forward  movement  in  the  words  containing 
the  r  before  the  vowel. 

Be  sure  to  speak  naturally,  repeating  the  words  often. 

(153) 


154  THE  MULLER-WALLE  METHOD 

B 
I.    Sentence  Practice. 

(a)   Try  again. 

Try  to  do  it  to-day. 

Try  to  do  it  soon. 

Try  not  to  think  about  it. 

Try  to  remember. 

Try  to  forget  it. 

Try  once  more. 

Try  to  do  something. 

Try  not  to  notice  it. 

Try  to  do  it  now  before  it  is  too  late. 

"If  at  first  you  don't  succeed,  try,  try  again." 

Is  it  true  that  he  missed  the  train? 

Is  it  true  that  they  have  given  up  their  trip? 

I  shall  try  to  come  early,  but  do  not  wait  for  me. 

He  will  try  hard  for  the  prize. 

Try  to  send  it  to  me  by  Saturday. 

You  ought  to  try  for  her  sake. 

I  tried  to  recall  the  story  that  you  told  me  the  other 

day,  but  I  could  not  remember  it. 
If  he  tries  I  think  he  will  succeed. 
I  trust  that  you  will  try  to  do  your  best. 
We  trust  that  you  will  come. 
We  trust  you  absolutely. 
You  must  trust  to  your  own  judgment. 
It  was  a  very  trying  time  for  us  all. 
Did  you  try  for  the  first  prize? 

(b)  Did  they  drive  away? 

Did  they  drive  up  to  the  house? 

When  did  they  drive  to  the  park? 

What  time  did  they  say  they  would  drive  over? 

Do  you  like  to  drive  through  the  woods? 

Tell  the  conductor  to  give  you  a  transfer. 

You  must  transfer  at  the  subway. 

Where  is  the  transfer  station? 


LIP-READING  FOR  THE  DEAF  155 

Do  you  like  to  travel  by  rail? 

He  travels  a  great  deal. 

The  driver  told  us  that  it  was  a  long  drive. 

The  drive  through  the  woods  was  very  pleasant. 

The  boys  have  had  a  drill. 

What  time  did  the  drill  begin? 

The  drill  began  at  three. 

The  troops  were  drilling. 

Can  you  draw? 

I  wish  you  would  try  to  draw  the  picture  for  me. 

Let  us  draw  lots. 

The  boys  drew  lots  to  see  which  one  should  go. 

The  flowers  are  beginning  to  droop. 

They  have  not  had  a  drop  of  water. 

Is  that  a  true  story? 

Do  you  think  that  dreams  ever  come  true? 

What  did  you  dream? 

I  had  a  dreadful  dream  last  night. 

(c)    They  have  been  away  on  a  short  trip. 

How  did  you  enjoy  your  trip  through  the  mountains? 

The  boy  taught  his  dog  a  number  of  tricks. 

They  played  a  trick  on  him. 

What  train  shall  we  take? 

Come  on  the  early  train. 

That  is  an  express  train. 

This  train  does  not  stop  at  our  station. 

The  train  was  late. 

Our  train  was  half  an  hour  late  this  morning. 

I  have  bought  a  Japanese  tray. 

What  kind  of  a  tree  is  that? 

There  are  some  beautiful  trees  along  our  driveway. 

The  children  are  to  have  a  Christmas-tree. 

Will  you  help  me  trim  the  tree? 

What's  the  trouble? 

I  would  not  trust  that  man. 

I  think  you  may  trust  him. 

He  is  most  trustworthy. 

Did  the  boy  tell  the  truth  about  the  matter? 


156  THE  MULLER-WALLE  METHOD 

That's  not  true. 

He  drew  the  picture  very  well. 

My  brother  drew  the  first  prize  in  drawing. 

They   have  a  beautiful   drawing-room  in   their   new 

house. 

Put  the  paper  in  the  upper  drawer  of  my  desk. 
You  will  find  it  in  the  right-hand  drawer. 

(d)  There  is  a  bench  under  the  tree. 

Put  the  cups  on  the  tray. 

It  was  very  careless  of  you  to  drop  the  glass. 

It  was  kind  of  you  to  draw  the  picture  for  me. 

It  would  be  well  for  him  to  try  for  the  prize. 

It  is  almost  a  mile  to  the  nearest  drug-store. 

It  is  too  early  for  the  train. 

What  time  did  the  trial  begin? 

The  man  was  put  on  trial. 

The  trial  began  at  ten  o'clock. 

We  are  having  very  dry  weather. 

The  season  has  been  very  dry. 

We  drove  to  the  drug-store  for  the  medicine. 

We  could  not  get  the  medicine  at  the  village  drug- 
store. 

We  met  the  tramp  on  the  road. 

A  tramp  came  to  our  house  this  morning. 

The  tramp  was  walking  along  the  railroad  track. 

We  saw  the  troops  pass  by. 

A  troop  of  soldiers  passed  by  our  house. 

Did  you  hear  the  drum? 

The  boy  beat  the  drum. 

They  have  been  trying  to  sell  their  house  for  the 
last  two  years. 

I  tried  to  relate  the  story  you  told  me  the  other  day, 
but  I  could  not  recall  it. 

We  tried  in  vain  to  persuade  them  to  go. 


LIP-READING  FOR  THE  DEAF  157 

II.     Vocabulary. 

These  words  may  be  used  to  form  new  sentences: 

NOUNS  —  dream,     drama,    drop,    dress,    draught,     truth,    tree, 
Troy,  train,  trail,  dray,  trade,  troop,  trip,  trial,  trouble. 

VERBS  —  try,   drive,   drove,   draw,    drew,   drop,    drown,    drink, 
drank,  drift,  dread,  drape,  drill,  trill. 

ADJECTIVES  —  dreary,  dreadful. 

C  —  Exercise  Story 

Do  you  like  to  walk? 
Do  you  like  to  walk  in  the  country? 
Do  you  like  to  walk  early  in  the  morning? 
Walking  is  a  healthful  exercise. 
Walking  in  the  country  is  a  healthful  exercise. 
I  like  to  go  to  walk  with  my  friend. 
My  friend  asked  me  to  go  to  walk  with  him. 
One  day  a  friend  of  Mark  Twain  asked  him  to  go  to  walk. 
One  morning  Mark  Twain  was  busy  writing  at  his  desk,  when 
a  friend  came  in. 

He  asked  him  to  go  to  walk. 

He  asked  the  author  to  go  to  walk. 

The  author  said  to  his  friend,  "  Where  are  you  going?" 

"I  have  an  errand  to  do,"  replied  the  friend. 

Do  you  ever  have  errands  to  do? 

Do  you  like  to  do  errands? 

Do  you  like  to  go  out  into  the  country? 

Mark  Twain's  friend  had  an  errand  to  do  in  the  country. 

Was  it  far? 

Do  you  like  to  walk  far? 

"  How  far  is  it?  "  asked  Mark  Twain. 

The  friend  replied,  "Oh,  about  a  mile." 

Have  you  ever  walked  a  mile? 

How  long  does  it  take  to  walk  a  mile? 

Mark  Twain's  friend  wanted  him  to  walk  a  mile  with  him. 


158  THE  MULLER-WALLE  METHOD 

Was  the  author  willing  to  go? 

Did  he  want  to  go? 

Of  course  he  was  glad  to  go. 

"Of  course  I'll  go,"  said  Mark  Twain. 

"Of  course  I'll  go  if  I  must." 

"Of  course  I'll  go,"  said  Mark  Twain  "because  the  Bible  says 
I  must." 

What  does  the  Bible  say? 

What  does  the  Bible  have  to  do  with  it? 

"The  Bible!"  exclaimed  the  friend. 

"  What  in  the  world  has  the  Bible  to  do  with  it?" 

Mark  Twain  replied,  "It  distinctly  says,  'If  a  man  ask  thee  to 
walk  with  him  a  mile,  go  with  him  twain. •' ' 


MARK  TWAIN'S  WIT 

One  morning  Mark  Twain  was  busy  writing  at  his  desk  when 
a  friend  came  in  and  asked  him  to  go  to  walk. 

"Where  are  you  going?"  asked  the  author. 

"Out  into  the  country.  I  have  an  errand  to  do,"  said  the 
friend. 

"How  far  is  it?"  asked  Mark  Twain. 

"Oh,  about  a  mile,"  said  the  friend. 

"  Of  course,  I'll  go,"  said  the  author.     "  The  Bible  says  I  must." 

"The  Bible!"  exclaimed  the  friend.  "What  in  the  world  has 
the  Bible  to  do  with  it?" 

Mark  Twain  replied,  "It  distinctly  says,  'If  a  man  ask  thee 
to  walk  with  him  a  mile,  go  with  him  twain.'  ' 


LESSON    XXII 
A 

I.     sh,  ch,  j  and  soft  g  before  a  vowel. 

These  all  look  alike,  as  may  be  illustrated  by  pronouncing  the 
following  words:  — 

G  er-man 
Sher-man 

Jer-sey 
Cher-burg 

or 

the  shop  —  the  chop 
the  ch  est  —  the  j  est 

Having  practiced  the  sh  in  the  first  lesson,  there  is  no  further 
syllable  drill  to  practice  before  the  mirror  in  this  lesson. 


1.     Sentence  Practice. 

(a)    Can  you  change  this  bill  for  me? 
Count  your  change  before  you  leave. 
We  change  cars  at  the  subway. 
Let  us  change  our  subject. 
If  you  change  your  mind,  let  me  know. 
Have  they  changed  the  time? 
Why  did  you  change  the  time? 
What  changes  have  been  made  in  the  plans? 
I  think  they  will  change  it  for  you  if  you  wish. 
Will  you  change  places  with  me? 

(159) 


160  THE  MULLER-WALLE  METHOD 

How  much  did  they  charge  you  for  it? 

Charge  it  to  me. 

It  will  be  charged  to  him. 

Shall  I  have  it  charged,  or  shall  I  pay  for  it? 

How  much  does  he  charge  by  the  hour? 

He  will  take  charge  of  the  work. 

I  think  they  have  over-charged  you. 

I  will  give  you  one  more  chance. 

That  will  be  your  last  chance  to  go. 

There  is  not  much  chance  of  that. 

Give  him  another  chance. 

That  will  be  a  good  chance  to  see  them. 

You  must  take  your  chances. 

I  met  him  by  chance. 

By  chance  I  met  them  on  the  street  this  morning. 

(b)   That  will  do  just  as  well. 
That  will  be  just  the  thing. 
That  will  be  just  as  far. 
We  were  just  in  time. 
You  may  do  just  as  you  please. 
Just  as  you  say. 
Just  think  a  moment. 
Just  think  it  over. 
That  is  just  the  trouble. 
That  is  just  what  I  want. 
That  is  just  what  I  think. 
That  will  do  just  as  well  I  am  sure. 
I  think  it  is  just  the  same  size. 
Go  just  as  far  as  you  can. 
Come  just  as  often  as  you  can. 
Do  just  as  you  please  about  it. 
Do  just  as  you  think  best. 
He  can  do  that  just  as  well  as  not. 
I  might  just  as  well  do  it  now  and  be  done  with  it. 
Just  as  soon  as  I  hear  from  them  I  will  let  you  know. 
I  am  ready  to  do  just  as  you  think  best. 
Just  now  I  have  nothing  more  for  you  to  do. 
Just  at  present  I  do  not  wish  for  any  more. 


LIP-READING  FOR  THE  DEAF  161 

They  have  just  come  home  from  a  long  journey. 
We  reached  the  station  just  as  the  train  came  in. 

(c)    Show  me  the  check. 

Show  me  the  chain. 

Show  me  the  chart. 

Show  me  the  gem. 

Show  me  the  jar. 

Show  me  the  cheese. 

Show  me  the  way  to  church. 

Are  you  going  to  church? 

To  which  church  do  you  belong? 

The  chapel  is  not  far  from  the  church. 

We  can  see  the  church  spire  from  our  window. 

I  heard  the  chimes. 

The  chimes  were  ringing  just  as  we  passed  the 
church. 

Give  me  the  check. 

I  sent  him  a  check. 

Where  can  I  have  this  check  cashed? 

Do  you  believe  they  will  cash  the  check  for  me  at 
the  bank? 

Will  you  have  the  baggage  checked? 

Be  careful  not  to  lose  your  check. 

Give  him  the  check  for  your  trunk. 

We  must  start  early  because  we  must  have  our  bag- 
gage checked. 

Have  you  ever  studied  German? 

You  will  have  a  chance  to  speak  German  with  them. 

Have  you  read  the  first  chapter  of  the  new  book? 

I  have  just  finished  the  third  chapter. 

How  many  chapters  are  there? 

Do  not  read  more  than  one  chapter. 

I  bought  a  jar  of  cream. 

They  charged  me  fifteen  cents  for  a  jar  of  cream. 

Did  you  buy  some  cheese? 

This  cheese  is  very  good. 

I  am  fond  of  cream  cheese. 

They  have  very  good  cream  cheese  in  that  shop. 


162  THE  MULLER-WALLE  METHOD 

(d)   May  I  have  my  choice? 

Choose  whichever  one  you  please. 

You  have  made  a  wise  choice. 

He  chose  to  remain  at  home. 

Which  one  did  you  choose? 

How  did  you  enjoy  your  journey  to  Japan? 

They  are  going  to  Japan  in  June. 

Have  you  ever  been  to  China? 

My  friend  will  remain  in  China  a  few  weeks. 

He  has  been  on  a  long  journey. 

He  has  just  come  home  from  a  journey  around  the 

world. 

We  shall  start  on  our  journey  in  June. 
They  arrived  on  the  first  of  June. 
Where  shall  you  spend  the  4th  of  July? 
Last  Fourth  of  July  we  were  on  board  the  ship. 
They  came  home  in  January. 
I  think  they  will  enjoy  their  journey. 
I  should  enjoy  going  with  them. 
How  did  you  enjoy  your  journey? 
I  should  prefer  to  go  to  Japan. 
You  must  be  sure  to  go  if  you  have  a  chance. 
It  would  be  a  good  chance  for  them  to  go. 


II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  chart,  choice,  chance,  chain,  change,  cheese,  charm, 
cheek,  chin,  church,  chimes,  chapel,  chance,  check,  chalk, 
charge,  cheer,  chief,  child,  jay,  joy,  jest,  jewel,  James, 
gem,  German,  germ,  Japan,  China,  jar,  June,  jury. 

VERBS  —  change,  choose,  charge,  chop,  cheer,  chase,  charm, 
jar,  join,  joke,  judge,  chirp,  chew. 

ADJECTIVES  —  Japanese,  Chinese,  just,  cheap. 


LIP-READING  FOR  THE  DEAF  163 


C  —  Exercise  Story 

Once  upon  a  time  .... 

Not  very  long  ago  .... 

Not  very  long  ago  there  was  an  old  farmer. 

He  lived  on  his  farm. 

He  lived  in  the  country. 

He  had  always  lived  in  the  country. 

Do  you  prefer  to  live  in  the  country  or  in  the  city? 

Have  you  ever  been  in  the  country? 

Have  you  ever  been  to  school  in  the  country? 

Have  you  ever  been  to  a  country  school. 

The  farmer  had  never  been  to  school. 

The  farmer  had  not  had  the  opportunity  of  attending  school. 

When  he  was  a  boy  he  had  not  had  the  opportunity  of  attend- 
ing school. 

Consequently  he  was  not  a  scholar. 

When  he  grew  old  .... 

As  he  grew  old  .... 

In  his  old  age  .... 

In  his  old  age  he  could  not  read  at  all. 

At  the  present  time  .... 

Nowadays  .... 

Nowadays  children  always  go  to  school. 

Nowadays  our  children  always  go  to  school. 

Nowadays  our  children  have  the  opportunity  of  attending 
school. 

There  was  another  old  man. 

The  farmer  knew  another  old  man. 

The  farmer  knew  another  gray-headed  old  man. 

The  other  man  was  his  neighbor. 

He  saw  his  neighbor  one  day. 

One  day  he  saw  his  neighbor. 

One  day  he  saw  his  neighbor  sitting  at  the  window. 

One  day  he  saw  his  neighbor  sitting  at  the  window  reading. 

One  day  he  saw  his  neighbor  sitting  at  the  window  with  specta- 
cles on  his  nose,  reading  the  paper. 

He  had  never  before  seen  this  man  with  spectacles. 


1 64  THE  MULLER-WALLE  METHOD 

He  had  never  before  seen  this  man  reading. 

He  had  never  seen  such  a  sight. 

Never  before  had  he  seen  such  a  sight. 

The  sight  aroused  him. 

The  sight  aroused  his  curiosity. 

The  sight  made  him  wish  .... 

The  sight  made  him  wish  to  be  able  to  read. 

The  sight  made  him  wish  to  be  able  to  read  the  paper,  too. 

Do  you  read  the  newspaper? 

Are  you  fond  of  reading? 

Do  you  like  to  read? 

The  old  farmer  made  up  his  mind  .... 

The  old  farmer  decided  .... 

The  old  farmer  decided  that  he  would  buy  a  pair  of  spectacles. 

The  old  farmer  decided  that  he  would  purchase  a  pair  of  spectacles. 

The  old  farmer  decided  that  he  would  purchase  a  pair  of  specta- 
cles at  the  first  opportunity. 

Soon  after  this  .... 

Some  time  after  .... 

Some  time  after  this  he  was  obliged  to  go  to  the  city. 

Some  time  after  this  he  was  obliged  to  go  to  the  city  with 
a  load  of  wood. 

Not  long  after  this  he  had  to  take  a  load  of  wood  to  town. 

Soon  after  this,  he  made  a  journey  to  the  city  to  sell  a  load  of  wood. 

After  he  had  sold  the  wood  .... 

After  the  wood  was  sold  .... 

After  the  wood  was  sold  he  thought  of  the  spectacles. 

He  asked  someone  .... 

He  asked  a  young  man  .... 

He  asked  a  young  man  where  he  could  buy  them. 

"Will  you  please  show  me  where  to  buy  spectacles?"  he  said 
to  a  young  man  who  passed  by. 

This  young  man  showed  him  a  shop. 

This  young  man  showed  him  the  shop  of  an  optician. 

This  young  man  directed  him  to  the  shop  of  an  optician. 

The  old  man  went  into  the  shop. 

The  old  man  entered  the  shop. 

The  old  man  entered  the  shop  and  spoke  to  the  optician. 

He  told  the  optician  what  he  wanted. 


LIP-READING  FOR  THE  DEAF  165 

The  optician  looked  at  the  farmer's  eyes. 
He  examined  the  farmer's  eyes. 
He  tested  the  farmer's  eyes. 
He  made  a  thorough  test  of  the  farmer's  eyes. 
He  used  the  proper  means  to  test  the  farmer's  eyes. 
He  tried  one  pair  of  spectacles  after  another. 
He  made  one  trial  after  another. 
He  tried  all  the  spectacles  he  had. 
He  tried  almost  his  whole  stock  of  spectacles. 
But  it  was  of  no  use. 
But  it  was  in  vain. 
But  in  vain,  none  of  them  would  fit. 
But  in  vain,  no  pair  would  fit. 
Finally  the  optician  believed  .... 
Finally  the  optician  began  to  believe  .... 
Finally  the  optician  began  to  believe  that  something  was  wrong. 
Something  must  be  wrong. 
Something  must  be  the  matter. 
Something  must  be  amiss. 
"  My  good  man,"  said  the  optician. 
"My  good  fellow,"  said  the  optician. 
"My  good  fellow,  do  you  know  how  to  read?" 
"  Can  you  read?" 
"Can  I  read?" 
"Do  I  know  how  to  read?" 
"Do  I  know  how  to  read?"  was  the  reply. 
"Of  course  not." 
"Of  course  I  cannot  read." 
"If  I  could  read  would  I  be  here?" 
"If  I  could  read  would  I  come  to  you?" 

"If  I  could  read  would  I  come  to  you  to  pay  you  money  for 
spectacles?" 

THE   FARMER    AND   THE    SPECTACLES 

There  was  once  an  old  farmer,  who  as  a  boy,  had  not  had  the 
opportunity  of  attending  school  as  our  children  have  nowadays. 
Consequently,  he  was  not  a  very  great  scholar  when  he  was  a 
boy,  and  in  his  later  years  could  not  read  at  all.  He  had  a  neigh- 
bor, also  a  gray-headed  man. 


1 66  THE  MULLER-WALLE  METHOD 

One  day  he  saw  this  neighbor  sitting  at  the  window,  with 
spectacles  on  his  nose,  reading  the  paper.  He  had  never  before 
seen  this  man  with  spectacles,  and  had  never  seen  him  reading. 
This  sight  aroused  the  desire  in  him  to  be  able  to  read  the  paper, 
too.  He  made  up  his  mind  that  he  would  buy  a  pair  of  specta- 
cles at  the  first  opportunity. 

Soon  after  this  he  had  to  take  a  load  of  wood  to  the  city. 
After  the  wood  was  sold,  he  thought  of  the  spectacles.  He  asked 
a  young  man  where  he  could  buy  that  article.  This  young  man 
showed  him  the  shop  of  an  optician.  The  old  man  entered  and 
made  his  want  known.  The  optician  was  ready  to  make  a  sale, 
and  he  used  the  proper  means  to  test  the  farmer's  eyes.  He 
made  one  trial  after  another,  and  tried  almost  his  whole  stock  of 
spectacles;  but  in  vain;  no  pair  would  suit. 

The  optician  finally  believed  that  something  was  wrong,  and 
said,  "  My  good  man,  can  you  read?" 

"Can  I  read?"  was  the  reply.  "Of  course  I  cannot  read. 
If  I  could,  would  I  come  to  you  to  pay  you  money  for  spec- 
tacles?" 


LESSON  XXIII. 


I.     sp  (or  sm),  spr,  st  (or  sit),  str  (or  scr)*,  sw,  and  si. 

Note.  In  this  lesson,  we  have  no  new  letter,  the  above  being 
common  combinations,  however,  should  be  practiced. 

For  the  mirror  practice,  two  of  these  combinations  will  be 
given  at  a  time  and  they  are  to  be  practiced  in  order.  Some  of 
them  look  so  nearly  alike  that  it  is  not  wise  to  attempt  to  see  any 
difference.  They  will  rarely  be  confused  in  sentences  if  the 
vowel  is  correctly  seen. 


II.     Mirror  Practice  on  Sounds. 


1.     Difference  between:  — 

spa^spra 

spo^spro 
spoo^sproo 

sp  a^spr  a 

spe^spre 

spl^sprl 
spou^sprou 

spa^spra 

Notice  that  in  the  above  group,  the  syllables  containing  r  show 
a  forward  movement  before  the  vowel,  and  that  they  are  longer. 


*str  and  scr,  although  not  formed  alike  are,  in  outward  appearance,  almost 
lentical. 


identical. 

(167) 


1  68  THE  MULLER-WALLE  METHOD 

2.     Difference  between:  — 

sta^stra 
sto^jstro 
stoo^stroo 
sta^stra 
stestre 


See  note  under  1. 


stou^strou 
stastra 


3.     Difference  between  :  — 

sno^slo 
snoo^sloo 

sn  a^sl  a 

sne^sle 

snl^sll 
snou^slou 

Note,     si  before  a  vowel  has  already  been  practiced  in  Les- 
son X  (see  note). 

In  sn  the  tongue  movement  is  not  plain  and  the  words  in  this 
group  must  be  read  by  the  context. 


4.     Difference  between:  — 


sooswoo 


slswl 


Note.     In    words   containing   w    there  is  a  decided   forward 
movement  in  both  lips  before  the  vowel. 


LIP-READING  FOR  THE  DEAF  169 

B 
I.     Sentence  Practice 

(a)  Speak  to  him. 
Speak  slowly. 

Do  not  speak  about  it. 

I  would  not  speak  about  it. 

If  I  were  in  your  place  I  should  speak  to  him  about  it. 

You  must  speak  slowly. 

You  ought  to  have  spoken  about  it  before  this. 

Speak  louder. 

Speak  up  for  it. 

Speak  slowly. 

Speak  distinctly. 

Stand  up. 

Stand  straight. 

Do  not  stand  on  the  sidewalk. 

How  did  your  father  stand  the  journey? 

He  stood  it  very  well. 

Stand  still  a  moment. 

It  stands  to  reason  that  he  will  go. 

Shall  you  stay  there  very  long? 

They  must  not  stay  up  too  late. 

Stay  here. 

Stay  with  us  over  night. 

It  must  stay  where  it  belongs. 

Don't  stay  away  too  long. 

She  is  still  thinking  about  it. 

He  is  still  at  work. 

They  will  stay  with  us  until  next  Spring. 

What  time  did  you  start? 

Shall  you  start  to-morrow? 

Can  you  stop  there  on  your  way  to  the  station? 

(b)  Will  you  spend  the  day  with  me? 
How  much  money  did  you  spend? 
I  spent  all  I  had. 

I  have  spent  a  great  deal  of  time  over  it. 


170  THE  MULLER-WALLE  METHOD 

Don't  spend  too  much  time  on  it. 

Can  you  spare  the  time  now? 

I  can  spare  a  few  of  them  if  you  want  some. 

Have  you  a  stamp  to  spare? 

I  have  none  to  spare. 

Stop  the  car. 

Stop  there  for  the  present. 

Please  step  to  one  side. 

Step  back. 

I  bought  some  stamps  at  the  post-office. 

Put  a  special  delivery  stamp  on  your  letter. 

I  will  stop  at  the  news-stand  and  buy  a  paper. 

Everything  was  at  a  stand-still. 

There  is  a  news-stand  at  the  station. 

There  is  a  new  store  on  State  Street. 

Have  you  seen  our  State  House? 

We  can  see  the  dome  of  the  State  House  from  our 

window. 

There  is  a  statue  in  front  of  the  State  House. 
How  many  States  are  there  in  the  Union? 
Can  you  name  the  Southern  States? 
Did  you  have  a  good  state-room  on  board  the  ship? 
The  state-rooms  on  the  new  ships  are  fine. 

(c)    I  am  going  to  Spain  next  spring. 
I  am  studying  Spanish  this  winter. 
I  shall  spend  some  time  there. 
Last  year  we  went  to  Switzerland. 
We  traveled  all  over  Switzerland. 
Have  you  ever  been  to  Scotland? 
We  spent  the  summer  in  the  Scottish  Highlands. 
Have  you  ever  read  Scott's  "Lady  of  the  Lake"? 
The  Scotch  people  are  noted  for  their  thrift. 
Are  you  fond  of  Sir  Walter  Scott's  novels? 
How  do  you  spell  that  word? 
The  spell  was  broken. 
This  flower  smells  sweet. 
Do  you  think  it  will  storm  to-day? 
I  am  afraid  they  will  have  to  stay  at  home  if  it  storms. 


LIP-READING  FOR  THE  DEAF  171 

How  it  stormed  yesterday! 

I  hope  the  storm  will  be  over  before  they  start. 

Tell  the  maid  to  sweep  the  stairs. 

She  has  already  swept  them. 

She  must  scrub  the  floor. 

The  man  was  required  to  sweep  the  side-walk  in  front 

of  the  store  every  morning. 
Come  up-stairs  with  me. 
The  stream  has  swept  away  the  bridge. 
They  strolled  the  street  together. 
Will  you  go  for  a  stroll  with  me? 
How  far  is  it  from  the  station  to  the  store? 
It  is  only  a  few  steps. 

(d)   The  man  made  a  long  speech. 

That  was  a  strange  story  that  he  told  us. 

Her  brother  is  a  very  skilled  writer. 

It  is  strange  that  we  have  not  heard  from  them. 

I  have  planted  some  sweet-peas  in  my  garden. 

Have  you  any  string  beans  in  your  garden? 

Where  do  they  raise  sweet  potatoes? 

That  is  a  beautiful  spray  of  apple  blossoms. 

The  men  must  spray  the  trees. 

I  have  sprained  my  wrist. 

That  is  a  bad  sprain. 

I  found  this  scrap  of  paper  on  the  street. 

The  church  stands  on  the  corner  of  the  street. 

We  can  see  the  church  spire  from  our  window. 

The  church  has  a  high  steeple. 

There  is  a  clock  on  the  church  spire. 

He  did  that  on  the  spur  of  the  moment. 

Give  me  a  spool  of  black  thread. 

The  spoon  is  made  of  silver. 

She  gave  me  a  scarf  for  a  Christmas  present. 

The  man  has  a  scar  on  his  face. 

Can  you  describe  the  stranger  who  came  to  the  door? 

Can  you  sketch? 

Let  me  see  your  sketch-book? 

Have  you  read  Irving's  "Sketch-book"? 


172  THE  MULLER-WALLE  METHOD 

II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  spark,  sparrow,  spoke,  spell,  spire,  spy,  spoon,  spool, 
stove,  steam,  straw,  stream,  street,  stroll,  spray  smoke, 
scroll,  scrawl,  screen,  scribe,  slope,  snake,  snow,  Spanish, 
spruce,  swan,  screw. 

VERBS  —  spell,  sprout,  stoop,  stay,  stray,  strike,  strew,  spray, 
sway,  spoke,  scream,  sleep,  sneeze,  stir. 

ADJECTIVES  —  spry,  steep,  stern,  sly,  Spanish,  spare,  small, 
smooth. 


C  —  Exercise  Story. 

Where  is  the  servant? 

Has  the  servant  gone  out? 

Has  the  servant  gone  out  on  an  errand? 

Who  sent  the  servant  on  an  errand? 

Do  you  like  to  do  errands? 

Will  you  do  an  errand  for  me? 

I  did  several  errands  this  morning. 

One  day  .... 

One  day  a  gentleman  sent  his  servant  on  an  errand. 

He  sent  his  servant  on  an  errand  to  the  Governor's  house. 

A  gentleman  sent  his  servant  to  the  Governor's  office. 

One  day  a  gentleman  sent  his  servant  to  the  Governor's  office 
with  a  letter. 

The  servant  delivered  the  letter. 

The  servant  returned  home. 

The  servant  returned  from  his  errand. 

Soon  after  the  servant  returned  home. 

When  the  servant  returned  home  .... 

When  he  returned  home  the  gentleman  said  to  him,  "John, 
did  you  give  the  Governor  my  letter?" 

"Yes,  sir,"  replied  the  boy. 

"Yes,  sir,  I  gave  the  note  to  the  Governor." 


LIP-READING  FOR  THE  DEAF  173 

Can  he  read  the  letter? 

Can  you  read  the  letter? 

Could  you  read  the  letter? 

Could  the  Governor  read  the  letter? 

If  the  Governor  cannot  read  .... 

If  the  Governor  cannot  read  the  letter  there  is  no  use  writing 
to  him. 

The  servant  said,  "Yes,  sir,  I  gave  the  letter  to  the  Governor, 
but  there's  no  use  writing  letters  to  him,  he  can't  read." 

The  gentleman  did  not  know  that  the  Governor  could  not  read. 

He  was  surprised  that  the  Governor  could  not  read. 

Why  couldn't  he  read? 

Was  the  letter  written  in  English? 

Was  it  written  in  Spanish? 

Was  it  written  in  German? 

Was  it  written  in  Italian? 

Could  you  read  the  letter  if  it  were  written  in  Italian? 

The  Governor  could  not  read  the  letter  because  he  was  blind. 

The  servant  said,  "The  Governor  is  blind." 

"  He  is  blind  as  a  bat." 

The  servant  told  his  master  that  he  had  given  the  Governor 
the  letter.  "But,"  said  the  boy,  "there's  no  use  writing  letters 
to  him;  he  can't  read.  He's  blind  as  a  bat." 

The  gentleman  did  not  believe  that  the  Governor  was  blind. 

"Is  he  blind?"  he  asked. 

"Blind!"  he  exclaimed. 

"Yes,  sir,"  replied  the  boy,  "he's  blind." 

How  did  the  servant  know  that  he  was  blind? 

Did  the  Governor  speak  to  the  boy? 

The  gentleman  exclaimed,  "Blind!     Is  he  blind?" 

"Yes,  sir;  blind.  Twice  he  asked  me  where  my  hat  was  and 
I  had  it  on  my  head  all  the  time.  Blind  as  a  bat,  sir!" 

BLIND   AS    A   BAT 

One  day  a  gentleman  sent  his  servant  to  the  Governor  with  a 
letter.  When  the  servant  returned  from  his  errand  the  gentle- 
man said  to  him,  "Well,  John,  did  you  give  the  Governor  my 
note?" 


174  THE  MULLER-WALLE  METHOD 

"Yes,  sir;  I  gave  it  to  him;  but  there's  no  use  writing  him 
letters;  he  can't  read  them.  He's  blind  —  blind  as  a  bat!" 

"Blind!" 

"Yes,  sir;  blind.  Twice  he  asked  me  where  my  hat  was,  and 
I  had  it  on  my  head  all  the  time.  Blind  as  a  bat,  sir!" 


LESSON  XXIV 

A 

I.  q. 

This  letter  is  a  combination  of  k  and  wh 

II.  Mirror  Practice  on  Sounds. 


1.     Difference  between:  — 


co^quo 
c  a 
k  e 


ca^qua 

Notice  that  in  syllables  beginning  with  hard  c  or  k  we  see 
only  a  cheek  and  jaw  movement,  while  in  q  we  have  the  cheek 
and  jaw  movement  followed  by  a  forward  movement  before  the 
vowel. 


2.     Difference  between:  — 


qu  e 
qu  l 
qu  a_jsqu  a 

Notice  in  que,  qui  and  qua  the  mouth  remains  open,  while 
in  sque,  squ!  and  squa  the  mouth  is  closed  at  the  beginning  of 
the  syllable  by  bringing  the  teeth  apparently  together. 

(175) 


1 76  THE  MULLER-WALLE  METHOD 

B 

I.     Sentence    Practice. 

(a)  Be  quick  about  it. 

Do  your  work  quickly. 
She  was  very  quick  about  it. 
How  quickly  the  time  flies! 
Do  it  as  quickly  as  you  can. 
Come  back  as  quickly  as  possible. 
Can  you  quote  the  remark? 
I  am  not  quite  sure. 

It  is  quite  remarkable  how  much  they  have  accom- 
plished. 

You  are  quite  right. 
It  is  quite  likely  that  they  will  go. 
The  man  is  quite  reliable. 

It  is  quite  possible  that  they  have  heard  about  it. 
I  think  it  is  quite  probable. 
That  is  not  quite  enough. 
It  is  not  quite  fine  enough. 
This  one  is  not  quite  so  long  as  the  other  one. 
The  thread  is  not  quite  coarse  enough. 
This  one  is  quite  as  good. 
You  are  quite  right,  we  should  have  more. 

(b)  What  was  the  question? 

Did  you  answer  all  the  questions? 

How  many  questions  did  they  ask? 

There  is  no  question  about  it,  she  is  right. 

It  was  out  of  the  question  that  he  should  fail. 

Unquestionably  that  would  be  the  best  way. 

It  will  require  more  time. 

Much  will  be  required  of  them. 

It  requires  more  than  I  thought. 

Will  you  inquire  about  the  train? 

Have  you  made  any  inquiries? 

Please  inquire  about  it. 

It  is  quite  possible  that  we  shall  go. 


LIP-READING  FOR  THE  DEAF  177 

The  child  is  very  quiet. 

Keep  quiet  about  it. 

How  quiet  it  seems  here. 

He  must  be  more  quiet  about  his  work. 

What  a  queer  question  to  ask  us! 

He  asks  such  queer  questions. 

That  was  a  queer  mistake. 

(c)  Please  buy  a  quart  of  milk. 
Milk  is  sold  at  nine  cents  a  quart. 
How  many  quarts  are  there  in  a  gallon? 
That  is  not  the  right  quantity. 

That  is  poor  quality. 

You  must  buy  a  better  quality. 

The  cloth  must  be  of  a  fine  quality. 

It  is  the  quality  not  the  quantity  that  counts. 

Have  you  ever  been  to  Quebec? 

Quebec  is  a  quaint  old  town. 

Do  you  know  any  Quakers? 

There  are  still  some  Quakers  in  Philadelphia. 

The  boys  were  always  quarrelling. 

They  quarrel  all  day  long. 

Can  you  write  with  a  quill  pen? 

I  have  bought  a  quill  for  my  hat. 

Did  you  hear  the  quartet  play? 

They  have  a  beautiful  choir  in  that  church. 

Go  to  the  drug  store  and  buy  some  quinine. 

Take  some  quinine  for  your  cold. 

(d)  They  came  home  at  a  quarter  before  two. 
Can  you  lend  me  a  quarter? 

I  picked  a  quart  of  berries. 

It  was  not  quite  a  full  quart. 

That  is  not  quite  so  much  as  I  asked  for,  but  it  will 

do. 

It  is  quite  impossible  for  them  to  come  to-day. 
It  was  not  quite  a  quarter  before  twelve  when  they 
arrived. 


178  THE  MULLER-WALLE  METHOD 

Are  you  quite  sure  that  this  is  as  good  as  you  can 

make  it? 

We  saw  the  queen  yesterday. 
Are  you  quite  sure  that  it  was  the  queen? 
I  should  like  to  see  the  Queen  of  Holland. 
Did  you  inquire  at  what  time  the  queen  would  drive 

in  the  park? 

Have  you  ever  seen  such  a  quaint  old  town  before? 
I  am  quite  sure  that  they  will  be  here  in  a  quarter  of 

an  hour. 

Will  you  buy  me  a  quire  of  note-paper? 
How  many  sheets  are  there  in  a  quire? 
The  quotation  seems  very  familiar. 
Can  you  quote  the  exact  words? 
I  have  a  beautiful  old  quilt  that  my  grandmother 

made  for  me. 
Did  you  ever  go  to  a  quilting  party? 


II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  quality,  quantity,  quarrel,  quart,  quarter,  queen, 
quest,  question,  quill,  quire  (choir),  quotation,  squire, 
square,  Quaker. 

VERBS  —  quote,  question,  qualify,  quarter. 
ADJECTIVES  —  quaint,  quick,  quite,  queer. 

C  —  Exercise  Story 

This  story  is  about  Walter  Scott. 

Who  was  Sir  Walter  Scott? 

Can  you  tell  me  where  he  was  born? 

Where  did  he  live?     He  lived  in  Scotland. 

He  was  born  in  the  year  1771. 

When  he  was  a  boy,  .  .  . 


LIP-READING  FOR  THE  DEAF  179 

When  he  was  a  boy  at  the  High  School,  . . . 

When  he  was  a  boy  at  the  High  School  of  Edinburg,  .  .  . 

When  he  was  a  boy  at  the  High  School  of  Edinburg,  he  was 
very  studious. 

He  was  a  studious  boy. 

He  was  a  very  studious  boy. 

He  was  such  a  studious  boy. 

He  wished  to  be  at  the  head  of  the  class. 

He  tried  to  be  at  the  head  of  the  class. 

He  tried  to  get  above  another  boy. 

He  tried  in  vain  to  get  above  another  boy. 

He  tried  in  vain  to  get  above  another  boy  who  was  always  at 
the  head. 

When  Sir  Walter  Scott  was  a  boy  at  the  High  School  of  Edin- 
burg, he  tried  in  vain  to  get  above  another  boy  who  was  always 
at  the  head  of  the  class. 

He  had  seen  .  .  .  observed  .  .  .  noticed  . . . 

The  boy  had  noticed.  .  .  . 

He  had  noticed.  .  . . 

Sir  Walter  Scott  had  noticed.  . . . 

When  Sir  Walter  Scott  had  noticed.  .  . . 

As  soon  as  Sir  Walter  Scott  noticed  .... 

Before  long  Sir  Walter  Scott  noticed  why  the  other  boy  was  al- 
ways at  the  head. 

I  will  ask  you  a  question. 

They  asked  me  a  question. 

They  were  asked  a  question. 

The  boys  were  asked  a  question. 

When  the  boys  were  asked  a  question  .... 

The  boys  were  asked  a  question  at  school. 

One  morning,  when  the  boys  were  asked  a  question  at  school  . . . 

The  boy  played. 

The  boy  played  in  school. 

The  boy  played  in  school  with  a  button  on  his  waistcoat. 

The  boy  at  the  head  of  the  class  played  with  the  button  on  his 
waistcoat. 

One  morning,  when  the  boys  were  asked  a  question,  Walter 
Scott  noticed  that  when  the  boy  at  the  head  of  the  class  was 
addressed  he  always  played  with  a  button  on  his  waistcoat. 


180  THE  MULLER-WALLE  METHOD 

Will  you  help  me? 

Will  you  please  help  me? 

It  may  help  him. 

It  seemed  to  help  him. 

That  always  seemed  to  help  him. 

The  boy  answered  the  questions. 

The  boy  gave  the  answers. 

The  boy  gave  the  right  answer. 

The  boy  gave  the  correct  answer. 

He  always  gave  the  correct  answer. 

He  invariably  gave  the  correct  answer. 

He  invariably  gave  the  correct  answer  to  all  the  questions. 

The  answer  was  correct. 

Do  you  think  he  will  give  the  correct  answer? 

Do  you  think  he  can  answer  the  questions  correctly? 

I  am  sure  he  will  fail. 

He  will  fail  to  answer  the  questions. 

Do  not  fail  to  answer  the  questions. 

The  question  was  asked. 

The  question  was  asked  by  the  teacher. 

It  was  out  of  the  question. 

It  was  out  of  the  question  that  he  would  fail. 

You  may  depend  upon  it,  he  will  not  fail  to  answer  the  ques- 
tion correctly. 

He  will  take  pains  to  answer  all  the  questions  correctly. 

When  the  boys  in  Walter  Scott's  school  (class)  were  asked  a 
question,  the  boy  at  the  head  of  the  class  always  played  with  a 
particular  button  on  his  waistcoat.  That  seemed  to  help  him, 
for  he  invariably  answered  all  the  questions  correctly. 

What  will  you  do  about  it? 

What  did  you  do  about  it? 

What  did  he  do  about  it? 

What  did  the  boy  do  about  it? 

What  did  Scott  do? 

What  did  Scott  manage  to  do? 

What  did  Scott  manage  to  get  away  from  the  boy? 

He  knew  how. 

He  knew  how  to  cut  off  the  button. 

The  boy  knew. 


LIP-READING  FOR  THE  DEAF  181 

The  boy  knew  about  it. 

The  boy  knew  nothing  about  it. 

It  is  certain  that  the  boy  knew  nothing  about  it. 

He  was  not  aware  of  it. 

He  did  not  become  aware  of  it. 

He  did  not  become  aware  of  the  fact  that  he  had  lost  his  button. 

One  day  Walter  Scott  managed  to  cut  the  button  off  from  the 
waistcoat  of  the  boy  without  having  the  latter  become  aware  of 
his  loss. 

When  the  time  comes.  . .  . 

When  the  time  came.  . .  . 

When  the  time  came  to  ask  the  question.  .  . . 

As  soon  as  it  was  time  to  ask  the  question.  . . . 

Question  time  came. 

Question  time  came  and  the  boy  at  the  head  of  the  class  was 
asked  a  question. 

He  missed  the  button. 

Now  he  missed  the  button. 

It  was  not  until  then  that  he  missed  the  button. 

He  missed  the  familiar  button. 

He  could  not  find  it. 

He  was  perplexed. 

He  was  disturbed. 

He  was  so  disturbed  about  it. 

This  disturbed  him. 

This  disturbed  his  mind  so  much. 

The  fact  that  he  had  lost  his  familiar  button  disturbed  his 
mind  so  much.  . . . 

He  forgot. 

He  forgot  the  answer. 

We  were  much  surprised  that  he  had  forgotten  the  answer. 

Much  to  our  surprise  he  forgot  to  answer  the  question. 

Imagine  the  surprise  of  the  class  when  the  boy  failed  to  answer 
the  question  and  Walter  Scott  took  his  place. 

WALTER   SCOTT   AT   SCHOOL 

The  following  anecdote  is  found  in  Scott's  autobiography. 
"There  was,"   says   Walter  Scott,   "a  boy  in  my  class  who 
always  stood  at  the  head,  and  I  could  not,  with  all  my  efforts, 


1 82  THE  MULLER-WALLE  METHOD 

supplant  him.  Day  after  day  he  kept  his  place.  At  length  I 
observed  that  when  a  question  was  asked  him,  he  always  fumbled 
with  his  fingers  at  a  particular  button  on  the  lower  part  of  his 
waistcoat  while  seeking  an  answer.  I  thought,  therefore,  if  I 
could  remove  the  button  slyly,  the  surprise  at  not  finding  it, 
might  derange  his  ideas  at  the  next  interrogation  of  the  class, 
and  give  me  a  chance  of  taking  him  down.  The  button  was, 
therefore,  removed  without  his  perceiving  it.  Great  was  my 
anxiety  to  know  the  success  of  my  measure,  and  it  succeeded  but 
too  well. 

"The  hour  of  interrogation  arrived,  and  the  boy  was  questioned. 
As  usual,  he  sought  with  his  fingers  the  friendly  button,  but  he 
could  not  find  it.  Disconcerted,  he  looked  down:  the  talisman 
was  gone,  his  ideas  became  confused,  he  could  not  reply.  I 
seized  the  opportunity,  answered  the  question,  and  took  his 
place,  which  he  never  recovered,  nor  do  I  believe  he  ever  sus- 
pected the  author  of  the  trick. 

"I  have  often  met  him  since  we  entered  the  world,  and  never 
without  feeling  my  conscience  reproach  me.  Frequently  have 
I  resolved  to  make  him  some  amends  by  rendering  him  a  service; 
but  an  opportunity  did  not  present  itself,  and  I  fear  I  did  not 
seek  one  with  as  much  ardour  as  I  sought  to  supplant  him  at 
school." 


LESSON  XXV 
A 

Note.  The  letter  1  has  been  practiced  in  several  lessons  and 
should  be  familiar  (see  Lessons  X  and  XI)  but  no  special  atten- 
tion has  been  given  to  words  beginning  with  1  (lamp,  lip,  look, 
etc.) 

Study  1  before  a  vowel  in  sentences  under  B. 


I.     Sentence  Practice. 

(a)    When  did  they  leave? 
Did  they  leave  early? 
I  must  leave. 
He  must  have  left. 
I  may  leave  early. 
I  shall  leave  it  to  him. 
Can  we  leave  it  to  them? 
Do  you  think  that  we  can  leave  it  to  her? 
Do  you  think  that  we  can  leave  to-morrow? 
Leave  it  to  me. 

Leave  it  to  them  by  all  means. 
I  should  leave  it  to  them  by  all  means. 
If  I  were  in  your  place  I  should  leave  to-morrow. 
They  may  leave  on  the  three  o'clock  train. 
He  left  on  that  train. 
He  left  early. 

They  left  town  last  Monday. 
He  had  left  when  I  called. 
He  had  left  in  a  hurry. 

(183) 


1 84  THE  MULLER-WALLE  METHOD 

He  had  left  it  at  home. 
It  was  left  over. 

It  was  left  until  the  last  moment. 
It  was  left  here  this  morning. 
It  was  left  by  the  postman  early  this  morning. 
In  case  he  leaves  the  book  with  me  I  will  write  and 
let  you  know. 

(b)  Let  us  look  it  up. 
Let  us  look  it  over. 
Let  us  look  about. 
Let  us  look  at  it. 

Let  us  look  on  the  bright  side. 

Let  us  lose  no  time. 

Let  us  look  at  the  house. 

Let  us  lend  it  to  him. 

Let  us  light  the  gas. 

Let  us  lift  it  up. 

Let  us  lock  the  door. 

Let  me  have  it. 

Let  me  know. 

Let  me  tell  you  all  about  it. 

Let  me  show  you  how. 

Let  me  go  with  you. 

Let  me  know  if  it  will  be  convenient  for  you  to  go 

next  week. 

Let  me  buy  the  book  for  you  on  my  way  to  town. 
Let  me  hear  the  story  again  before  you  go. 
Let  me  have  one  more  if  you  please. 
Let  me  tell  you  the  story  as  it  was  told  to  me. 
Let  me  show  you  how  to  fold  the  paper. 
Let  me  show  you  where  they  live. 
They  live  in  the  large  house  on  the  left. 
How  is  their  new  house  lighted.? 
Our  house  is  lighted  by  electricity. 

(c)  Did  you  go  to  the  lecture  this  afternoon? 
What  was  the  subject  of  his  lecture? 

Can  you  follow  a  lecturer  by  reading  his  lips? 


LIP-READING  FOR  THE  DEAF  185 

His  lips  were  easy  to  read. 
The  lecture  was  very  interesting. 
The  last  lecture  was  too  long. 
Who  is  the  lecturer  to  be? 
Lay  the  book  on  my  desk. 
Where  did  they  land? 
We  landed  at  Liverpool. 
We  landed  at  Liverpool  late  last  night. 
Did  you  go  to  London? 
Will  you  go  for  a  sail  with  me  on  the  lake? 
How  large  is  that  lake? 
Let  us  go  down  to  the  landing  place. 
How  much  land  does  your  father  own? 
There  is  a  beautiful  lawn  in  front  of  the  house. 
The  rooms  in  that  old-fashioned  house  are  very  low. 
The  music  is  too  loud. 

We  have  a  large  bed  of  lilies  of  the  valley  in  our  gar- 
den. 

There  are  many  different  kinds  of  lilies. 
What  kind  of  a  lily  is  that? 
That  is  a  Calla  lily. 

My  mother  raised  these  lilies  from  bulbs. 
Her  first  name  is  Lilian. 

(d)   Who  passed  the  law? 

When  was  that  law  passed? 

My  brother  is  studying  law. 

He  must  ask  a  lawyer's  advice  on  the  subject. 

Please  buy  a  spool  of  linen  thread  for  me. 

That  linen  is  too  coarse. 

I  bought  a  dozen  linen  handkerchiefs. 

My  shoes  are  not  large  enough. 

I  must  get  a  larger  size. 

That  is  larger  than  I  thought. 

It  is  too  late  to  go  to-day. 

"Better  late  than  never." 

There  was  no  label  on  the  bottle. 

Label  all  the  bottles  before  you  put  them  on  the  shelf. 

When  is  Labor  Day? 


1 86  THE  MULLER-WALLE  METHOD 

There  was  no  lock  on  the  window. 
I  have  lost  my  latch-key. 
I  left  my  latch-key  in  the  door  last  night. 
This  is  very  poor  light. 

Our  house  was  struck  by  lightning  last  summer. 
Who  invented  the  lightning-rod? 
Please  go  to  the  library  and  get  me  a  copy  of  Long- 
fellow's poems. 
Where  is  the  Public  Library? 
Can  you  tell  me  the  name  of  the  librarian? 
There  will  be  a  lecture  at  the  library  this  afternoon. 


II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  lamp,  land,  law,  lake,  lark,  lily,   line,  load,  loaf,   lace, 
lease,  leaf,  leaves,  lime. 

VERBS  —  learn,  lose,  look,  like,  loan,  lay,  lead,  lie. 
ADJECTIVES    —  lame,  low,  large,  long,  late. 

C  —  Exercise  Story 

« 

What  are  you  going  to  buy? 
What  are  you  going  to  buy  on  the  farm? 
What  has  the  farmer  to  sell? 
The  farmer  sells  potatoes. 
The  farmer  sells  corn. 
The  farmer  sells  wheat. 
The  farmer  sells  buckwheat. 
Has  the  farmer  any  buckwheat  to  sell? 
One  day,  I  went  to  the  farmer  to  buy  some  buckwheat. 
One  day,  Mr.  Smith  went  to  the  farmer  to  buy  some  buck- 
wheat for  sowing. 

How  much  did  he  pay? 

How  much  did  he  wish  to  buy? 


LIP-READING  FOR  THE  DEAF  187 

Mr.  Smith  wanted  to  buy  a  bushel. 

Mr.  Smith  wanted  to  buy  four  pecks. 

One  day,  Mr.  Smith  went  to  the  farm  to  buy  a  bushel  of  buck- 
wheat. 

Mr.  Smith  wanted  the  farmer  to  sell  him  four  pecks  of  buck- 
wheat. 

The  farmer  was  not  at  home. 

The  farmer  was  not  at  home,  but  his  wife  was  there. 

The  wife  undertook  to  make  the  sale. 

The  wife  said  that  she  would  sell  Mr.  Smith  the  buckwheat. 

Where  did  she  keep  the  buckwheat? 

She  kept  the  buckwheat  in  the  granary. 

She  took  Mr.  Smith  to  the  granary  where  the  buckwheat  was 
kept. 

She  began  to  measure  the  buckwheat. 

She  found  a  peck  measure. 

The  farmer's  wife  filled  the  peck  measure  once  and  poured  the 
contents  into  a  bag. 

Then  she  filled  the  measure  again,  and  poured  the  contents 
into  Mr.  Smith's  bag. 

Then  she  began  to  tie  up  the  bag. 

When  Mr.  Smith  saw  her  do  this  .... 

When  Mr.  Smith  saw  her  do  this,  he  said,  "  But,  Mrs.  Brown, 
it  takes  four  pecks  to  make  a  bushel." 

Mrs.  Brown  did  not  know  that. 

She  did  not  know  how  many  pecks  it  takes  to  make  a  bushel. 

She  did  not  know  how  to  measure  grain. 

She  told  Mr.  Smith  that  she  had  never  measured  grain 
before. 

She  said,  "I  never  had  any  experience  in  measuring  grain." 

"I  never  had  any  experience  in  measuring  grain  before  I  was 
married." 

"I  always  taught  school." 

INEXPERIENCED 

One  day,  Mr.  Smith  went  to  buy  a  bushel  of  buckwheat  for 
sowing.  The  man  who  sold  the  wheat  was  away,  but  the  wife 
undertook  to  make  the  sale.  She  found  a  peck  measure,  and 
they  went  to  the  granary. 


1 88  THE  MULLER-WALLE  METHOD 

She  filled  the  measure  twice,  poured  the  contents  into  the 
bag,  and  began  to  tie  it  up. 

"But,  Mrs.  Brown,"  said  the  man,  "it  takes  four  pecks  to 
make  a  bushel." 

"Oh,  does  it?"  replied  the  woman,  untying  the  bag.  "Well, 
you  see,  I  never  had  any  experience  in  measuring  grain  before 
I  was  married.  I  always  taught  school." 


LESSON  XXVI 


Note.     The  letter  1  at  the  end  of  a  word,  should  have  special 
attention  (oil,  awl,  hall,  etc.). 

Study  1  at  the  end  of  a  word  in  sentences  under  B. 


I.     Sentence  Practice. 

(a)    Did  you  call? 
Did  they  fail? 
Did  he  fall? 
Did  she  tell? 

Shall  I  tell  you  all  about  it? 
They  will  call  for  me. 
Call  me. 
Call  for  me. 
Call  for  them. 
Let  me  call  them  up. 
Let  me  call  for  you. 
Let  me  call  him. 
Let  me  call  on  them. 
Be  sure  to  call  him  on  time. 
Do  not  fail  to  come  in  here  before  you  leave. 
Remember  to  call  for  the  book  at  the  library. 
Leave  it  at  the  library. 

Do  not  forget  to  call  them  up  on  the  telephone. 
Did  you  call  me? 

(189) 


THE  MULLER-WALLE  METHOD 

Did  you  hear  that  they  had  called? 

If  I  had  time  I  should  call  on  them. 

I  cannot  call  so  early. 

Did  you  call  their  attention  to  the  matter? 

I  will  call  his  attention  to  it  before  I  leave. 

Do  not  fail  to  call  their  attention  to  it. 

(b)  Tell  me  about  it. 
Tell  the  truth. 

Tell  me  what  you  think. 

Tell  me  all  about  it. 

Tell  me  the  whole  story. 

Did  they  sell  the  house? 

He  told  me  that  he  would  like  to  sell  it. 

Tell  me  how  you  like  it. 

Would  you  like  to  go  for  a  sail  on  the  lake? 

Will  you  mail  my  letter  for  me? 

Has  the  mail  come? 

Seal  the  letter. 

Be  sure  to  seal  it  before  you  mail  it. 

Fill  the  glass  with  water. 

Fill  the  bowl  with  milk. 

The  cup  was  full  to  the  brim. 

Did  you  come  by  rail? 

Can  you  go  by  rail? 

I  prefer  to  go  by  rail. 

How  do  you  spell  your  name? 

Spell  it  again. 

Spell  the  name  for  me. 

Don't  spill  the  milk. 

Be  careful  not  to  spill  it. 

Wait  until  I  come. 

(c)  That  is  all  there  is  to  say  about  it. 
Pour  the  oil  into  the  bowl. 

The  owl  is  a  very  wise  bird. 
Did  you  go  to  the  ball? 
Who  rang  the  bell? 
Who  paid  the  bill? 


LIP-READING  FOR  THE  DEAF  191 

Be  sure  to  boil  the  water. 

The  child  looks  so  pale. 

"Jack  and  Jill  went  up  the  hill  to  fetch  a  pail  of 

water." 

Swallow  this  pill. 
That  pole  is  not  long  enough. 
Be  careful  not  to  spill  the  milk. 
I  am  afraid  he  will  spoil  the  film. 
Buy  me  a  spool  of  blue  silk. 
The  house  is  for  sale. 
I  wish  to  sell  the  old  place. 
Seal  the  letter. 

The  plants  stood  on  the  window-sill. 
The  soil  is  very  fertile. 
Are  you  fond  of  fried  sole? 
The  sole  of  my  shoe  is  all  worn  out. 
That  is  a  strange  tale. 
The  fox  has  a  bushy  tail. 
How  tall  the  boy  has  grown ! 
Tell  him  to  wait  until  to-morrow. 

(d)   The  awl  is  a  carpenter's  tool. 
This  bread  is  very  stale. 
The  horse  was  in  his  stall. 
It  was  made  of  steel. 
Do  you  think  that  the  boy  would  steal? 
He  stole  the  ring. 
It  is  too  cool  to  sail  on  the  lake. 
How  much  coal  do  you  burn? 
The  wind  was  blowing  a  gale. 
What  was  their  goal? 
Watch  the  sea-gull. 
This  flower  grew  in  a  mossy  dell. 
The  evening  was  very  dull. 
Come  without  fail. 
How  do  you  feel? 
We  had  a  hail  storm  last  night. 
The  shoe  has  a  high  heel. 
The  hill  is  steep. 


1 92  THE  MULLER-WALLE  METHOD 

I  have  torn  a  hole  in  my  coat. 

Bring  me  my  shawl. 

Tell  the  boy  to  go  for  the  mail. 

We  live  about  a  mile  from  the  station. 

Do  you  smell  the  smoke? 

I  never  saw  him  smile. 

You  have  hit  the  nail  on  the  head. 

Did  you  go  by  rail? 

You  must  follow  the  rule. 

Will  you  broil  the  fish? 

I  can't  read  your  scrawl. 

It  would  be  well  for  him  to  go. 


II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  bowl,  mole,  spool,  pool,  all,  sail,  seal,  rail,  whale,  tail, 
hail,  mail,  meal,  file,  tile,  mile,  oil,  coil,  soil,  curl,  awl, 
hall,  ball,  wall,  well,  spell,  will,  weal,  wheel,  bell,  bill,  pill, 
mill,  owl,  fowl. 

VERBS  —  spell,  spill,  fill,  feel,  fall,  sell,  tell,  mail,  boil,  soil,  toil, 
fail,  call,  sail. 

ADJECTIVES  OR  ADVERBS  —  ill,  pale,  well,  full,  tall. 


C  —  Exercise  Story 

Do  you  like  to  go  shopping? 

Do  you  ever  go  shopping  alone? 

Do  you  ever  ask  someone  to  go  with  you? 

Do  you  ever  ask  your  wife  to  go  with  you? 

Were  you  ever  asked  by  your  wife  to  go  shopping? 

One  day  a  man  was  asked  by  his  wife  to  go  shopping. 

Where  did  this  man  live? 

Did  he  live  in  town? 

Did  he  live  out  of  town? 


LIP-READING  FOR  THE  DEAF  193 

Did  he  live  in  a  suburban  town? 

Do  you  live  in  the  suburbs? 

I  prefer  to  live  in  the  suburbs. 

The  man  about  whom  this  story  is  told  lived  in  a  suburban 
town. 

One  morning  .... 

One  morning  at  Christmas  time  .... 

One  morning  at  Christmas  time  his  wife  asked  him  to  do  some- 
thing for  her. 

Will  you  buy  something  for  me? 

Will  you  buy  a  book  for  me? 

Will  you  buy  a  bag  for  me? 

Will  you  buy  a  hat  for  me? 

Will  you  buy  a  shirt-waist  for  me? 

Will  you  please  buy  a  shirt-waist  for  me  when  you  are  in  town? 

A  man  who  lived  in  a  suburban  town  was  asked  by  his  wife  to 
buy  her  a  shirt-waist. 

The  man  went  into  a  store. 

The  man  went  into  a  department  store. 

The  man  went  into  a  department  store  and  asked  a  saleslady  to 
show  him  some  waists. 

What  is  your  favorite  color? 

Do  you  like  blue? 

I  like  red  better  than  green. 

What  color  do  you  prefer? 

The  saleslady  asked  the  man,  "What  color  do  you  prefer?" 

"It  doesn't  make  any  difference,"  said  the  husband. 

Choose  a  pretty  one. 

Choose  anyone  of  these. 

Why  did  you  choose  this  one? 

I  like  the  red  one. 

"It  doesn't  make  any  difference,"  said  the  husband. 

"I  believe  she  would  like  this  one,"  said  the  saleslady. 

Do  you  want  a  large  waist? 

Do  you  want  a  small  size? 

What  size  do  you  wear? 

You  wear  a  larger  size  than  I  do. 

What  size  did  the  man  want  for  his  wife? 

The  man  said  it  didn't  make  any  difference. 


194  THE  MULLER-WALLE  METHOD 

"It  doesn't  make  any  difference,"  was  the  answer. 

"Doesn't  make  any  difference?"  asked  the  saleslady. 

The  saleslady  was  much  surprised  to  hear  that  it  didn't  make 
any  difference  what  size  or  color  the  shirt-waist  was  to  be. 

"I  should  think  it  would  make  a  great  deal  of  difference!" 
exclaimed  the  saleslady. 

"Oh,  no,  it  doesn't,"  insisted  the  wise  husband.  "No  matter 
what  color  or  what  size  I  got  her,  I  would  have  to  come  back  to- 
morrow anyhow  and  have  it  exchanged." 

WISDOM   OF   A   HUSBAND 

A  man  who  lived  in  a  suburban  town  was  asked  by  his  wife  to 
help  with  the  Christmas  shopping  by  buying  her  a  shirt-waist 
while  he  was  in  the  city. 

Later  the  saleslady  said  to  him  as  she  displayed  a  number: 
"Here  are  some  very  pretty  ones.  What  color  do  you  prefer?" 

"It  doesn't  make  any  difference,"  replied  the  husband. 

"I  believe  she  would  like  this  one,"  returned  the  saleslady. 
"What  size  do  you  want?" 

"It  doesn't  make  any  difference,"  was  the  surprising  answer. 

"Doesn't  make  any  difference?"  exclaimed  the  wondering 
saleslady.  "I  should  think  it  would  make  a  whole  lot  of 
difference." 

"Oh,  no,  it  doesn't!"  insisted  the  wise  husband.  "No  matter 
what  color  I  got  her  or  what  size  I  got  her  I  would  have  to  come 
back  to-morrow  anyhow  and  have  it  exchanged." 


LESSON  XXVII 
A 

Note.     &e,  dge,  and  tch  after  a  short  vowel,  have  the  same 
movement  as  sh  or  ch  in  Lesson  XXII. 

Study  these  in  sentences  under  B. 


B 

I.     Sentence  Practice. 

Catch  the  ball. 

Can  you  catch  it? 

Have  you  a  match? 

Can  you  match  this  silk  for  me? 

That  is  a  good  match. 

Where  is  the  match-box? 

There  is  not  a  match  in  the  box. 

Did  you  catch  some  fish  this  morning? 

Lift  up  the  latch. 

There  was  no  latch  on  the  gate. 

The  latch  on  our  gate  is  broken. 

Have  you  seen  my  latch-key? 

The  boy  was  working  in  the  potato-patch. 

The  cat  will  scratch  you. 

Do  not  scratch  the  table. 

Do  not  scratch  your  match  on  the  wall. 

I  saw  the  boy  snatch  the  apple  from  the  cart. 

Have  you  ever  seen  a  base  ball  match? 

They  say  he  is  a  fine  watch-maker. 

Can  you  patch  this  for  me? 

(195) 


1 96  THE  MULLER-WALLE  METHOD 

Can  you  stitch  this  seam  for  me? 

"A  stitch  in  time  saves  nine." 

Stitch  it  up  on  the  machine. 

Show  me  how  to  hem-stitch. 

Shall  we  have  a  game  of  bridge? 

I  will  teach  you  how  to  play  bridge. 

When  we  were  in  Venice  we  crossed  the  "Bridge  of 

Sighs." 

When  was  the  "Brooklyn  Bridge"  built? 
The  man  is  very  rich. 
Which  one  will  you  have? 
Which  bridge  did  you  cross? 
Do  you  like  the  smell  of  pitch? 
It  was  pitch  dark  in  the  room. 
The  automobile  ran  into  a  ditch. 
Which  of  these  books  have  you  read? 
I  don't  remember  which  one  I  gave  him. 
In  Salem  there  is  an  old  witch-house. 
My  watch  has  stopped. 
The  spring  in  my  watch  is  broken. 

Which  one  of  the  boys  found  the  watch? 

Fetch  me  the  book. 

Where  is  my  sketch-book? 

Stretch  the  cloth. 

Stretch  out  your  arms. 

Can  you  sketch? 

Who  taught  you  how  to  sketch. 

I  watched  the  man  sketch  the  picture. 

There  is  a  beautiful  hedge  around  the  place. 

It  is  a  hawthorn  hedge. 

How  high  is  the  bridge? 

The  sledge  was  drawn  by  the  dogs. 

He  broke  the  sledge. 

The  blacksmith  uses  a  sledge  hammer. 

The  man  has  signed  the  pledge. 

He  will  pledge  ten  dollars  to  the  cause. 

The  judge  was  in  the  court-room. 

You  must  not  judge  the  man  by  his  looks. 


LIP-READING  FOR  THE  DEAF  197 

II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  catch,  latch,  patch,  match,  scratch,  notch,  lodge, 
ditch,  witch,  stitch,  switch,  ridge,  (rich),  bridge,  hedge, 
ledge,  sledge,  wedge,  crutch,  drudge,  fudge. 

VERBS  —  catch,  hatch,  patch,  match,  snatch,  dodge,  pitch, 
twitch,  fetch,  stretch,  pledge,  clutch,  judge,  budge,  grudge. 


C  —  Exercise  Story 

A  long  time  ago  . . .  Some  time  ago  . . . 

Several  years  ago  . . . 

Several  years  ago  Prince  Bismarck  of  Germany  . .  . 

Several  years  ago  Prince  Bismarck  of  Germany  went  to  Russia. 

He  went  to  Russia  to  see  the  Czar. 

He  went  to  Russia  to  visit  the  Czar. 

Prince  Bismarck  went  to  Russia  to  pay  the  Czar  a  visit. 

One  day  he  went  out  for  a  walk. 

One  day  he  went  out  walking  with  the  Czar. 

One  day  he  went  out  walking  in  the  garden  of  the  palace  with 
the  Czar. 

The  Czar  lived  in  the  palace. 

The  Czar  lived  in  the  castle. 

The  castle  was  in  Russia. 

The  castle  was  in  St.  Petersburg. 

Where  is  St.  Petersburg? 

Have  you  ever  been  to  St.  Petersburg? 

Who  founded  St.  Petersburg? 

Who  was  the  founder  of  St.  Petersburg? 

One  day  a  long  time  ago,  while  Prince  Bismarck  was  in  Russia, 
he  went  out  walking  with  the  Czar  in  the  garden  of  the  palace  in 
St.  Petersburg. 

While  they  were  walking  .... 

While  they  were  walking  they  saw  a  soldier. 


1 98  THE  MULLER-WALLE  METHOD 

They  came  up  to  a  soldier. 

They  came  upon  a  soldier. 

The  soldier  was  a  watchman. 

The  soldier  was  a  sentinel. 

The  soldier  was  keeping  watch. 

The  soldier  was  standing  guard. 

He  was  standing  guard  on  the  lawn. 

He  was  standing  guard  on  the  middle  of  the  lawn. 

Prince  Bismarck  always  kept  his  eyes  open. 

Prince  Bismarck  was  always  on  the  alert. 

Prince  Bismarck  was  always  on  the  alert  for  everything. 

He  saw  the  soldier. 

He  saw  the  soldier  standing  there. 

He  thought  it  was  very  strange. 

He  thought  it  was  very  remarkable  .  .  .  curious. 

While  the  two  men  were  walking  together,  they  came  upon  a 
sentinel  who  was  standing  guard  on  the  middle  of  the  lawn  and 
Bismarck  who  was  always  on  the  alert  for  everything  thought 
this  was  very  strange. 

He  spoke  to  the  emperor. 

He  asked  the  emperor  .... 

He  took  the  liberty  of  asking  the  emperor  .... 

He  took  the  liberty  of  asking  the  emperor  why  the  soldier  was 
stationed  there. 

The  Czar  did  not  know. 

The  soldier  did  not  know. 

The  soldier  himself  did  not  know. 

Nobody  knew. 

The  only  thing  the  soldier  knew  .... 

All  that  the  soldier  knew  about  it  .... 

All  that  the  soldier  himself  knew  about  it  was  that  he  had  been 
told  to  stand  there. 

He  had  been  ordered  to  stand  there. 

He  had  been  stationed  there. 

They  asked  another  soldier. 

Another  soldier  was  asked. 

Another  soldier  was  sent  to  find  an  officer. 

Another  soldier  was  dispatched  to  find  an  officer. 

Another  soldier  was  dispatched  to  find  the  officer  of  the  guard. 


LIP-READING  FOR  THE  DEAF  199 

The  officer  of  the  guard  did  not  know. 

The  officer  of  the  guard  did  not  know  the  reason  why  the 
soldier  had  been  stationed  there. 

All  this  .... 

All  this  was  so  strange. 

All  this  was  so  strange  that  it  aroused  the  Czar's  curiosity. 

Curiosity  was  now  aroused. 

Curiosity  was  now  awakened. 

Curiosity  having  been  awakened  everybody  tried  to  find  out. 

Everybody  tried  to  solve  the  problem. 

But  it  was  of  no  use  —  in  vain. 

But  it  was  of  no  use.     There  was  no  solution  to  the  problem. 

Finally  they  found  .... 

At  last  they  found  .... 

At  last  they  found  an  old  servant  at  the  palace. 

At  last  an  old  soldier  was  found  at  the  palace. 

The  old  soldier  remembered  .... 

The  old  soldier  remembered  that  when  he  was  a  boy  .... 

When  he  was  a  boy,  his  father  had  told  him  .... 

When  he  was  a  boy,  he  had  heard  his  father  tell  —  relate. 

He  had  heard  his  father  relate  something  about  the  Empress 
Catherine  II. 

Many  years  ago  ....  a  hundred  years  ago  .... 

A  century  ago  the  Empress  Catherine  had  found  a  flower  there. 

One  day,  a  hundred  years  ago,  the  Empress  Catherine  II  had 
found  a  flower  on  that  spot. 

She  had  found  a  snowdrop  on  that  spot. 

She  wished  the  snowdrop  to  remain. 

She  wished  to  protect  the  snowdrop. 

She  gave  orders  to  protect  the  snowdrop. 

She  gave  orders  that  the  snowdrop  should  be  protected. 

Finally  an  old  servant  was  found  in  the  palace  who  remembered 
hearing  his  father  tell  that  the  Empress  Catherine  II,  a  cen- 
tury ago,  had  found  a  snowdrop  on  that  spot  and  had  given 
orders  to  protect  the  flower. 

No  one  knew  how  .... 

No  one  knew  how  to  protect  it. 

No  one  knew  how  the  snowdrop  was  to  be  protected. 

They  could  not  think  of  a  way. 


200  THE  MULLER-WALLE  METHOD 

No  way  could  be  thought  of. 

No  device  could  be  thought  of. 

No  device  could  be  thought  of  except  to  put  a  soldier  on  guard 
over  it. 

No  other  way  could  be  thought  of  than  to  have  it  guarded  by 
a  soldier. 

The  Empress  gave  orders  to  have  it  guarded  by  a  sentinel. 

The  orders  were  issued  to  have  the  snowdrop  guarded  by  a 
sentinel. 

This  order  was  never  withdrawn. 

This  order  was  left  in  force. 

This  order  was  left  in  force  for  a  long  time. 

This  order  was  left  in  force  for  a  century. 

This  order  was  left  in  force  for  a  century  after  everybody  had 
forgotten  all  about  the  snowdrop. 

ORDERED 

Some  years  ago  Prince  Bismarck  paid  a  visit  to  the  Czar  of 
Russia.  One  day  he  was  walking  with  the  Emperor  in  the  sum- 
mer-garden of  the  castle  in  St.  Petersburg,  when  they  came  upon 
a  soldier  on  guard  in  the  center  of  a  lawn.  Prince  Bismarck, 
always  on  the  alert  for  everything,  thought  this  very  strange, 
and  took  the  liberty  of  asking  the  Emperor  why  this  soldier  was 
stationed  there. 

The  Czar  did  not  know.  The  soldier  did  not  know  why  he  had 
been  ordered  there.  They  sent  for  the  officer  of  the  guard,  whose 
reply  tallied  with  the  sentinel's:  "Ordered." 

Curiosity  having  now  been  awakened,  military  records  were 
searched  without  yielding  a  solution. 

At  last  an  old  servant  was  found  at  the  court  who  remembered 
hearing  his  father  relate  that  Empress  Catherine  the  Second,  a 
hundred  years  ago,  had,  one  day,  found  a  snowdrop  on  that  spot. 
She  had  given  orders  to  protect  the  flower.  No  other  device 
could  be  thought  of  than  to  have  it  guarded  by  a  sentinel.  The 
order,  once  issued,  was  left  in  force  for  a  century. 


LESSON  XXVIII 
A 

Note,     ch  and  £e  after  long  vowels  have  the  same  movement 
as  ch  (or  sh)  before  a  vowel  in  Lesson  XXII. 

Study  these  in  sentences  under  B. 


B 

I.     Sentence  Practice. 

We  passed  through  the  arch-way. 
How  high  is  the  arch? 
The  band  played  a  march. 
We  saw  the  soldiers  march  by. 
We  shall  leave  on  the  fifteenth  of  March. 
The  larch  is  a  tree. 
It  is  too  large. 
That  is  not  large  enough. 
How  much  did  they  charge  you  for  it? 
There  is  too  much  starch  in  my  waist. 
They  did  not  broach  the  subject. 
We  watched  the  train  approach. 
Will  you  poach  an  egg  for  me? 
Did  you  ever  ride  in  a  stage-coach? 
The  stage  will  meet  you  at  the  station. 
The  stage  passes  our  house  every  day. 
Have  you  seen  the  play  on  the  stage? 
There  were  only  three  people  on  the  stage. 
"All  the  world's  a  stage,  and  all  the  men  and  women 
players." 

(201) 


202  THE  MULLER-WALLE  METHOD 

The  man  flew  into  a  rage. 

Read  over  the  page  carefully. 

What  is  the  age  of  the  child? 

The  children  are  of  the  same  age. 

I  have  copied  a  page  and  half. 

The  boy  was  a  page. 

Turn  to  page  twenty-four. 

The  bird  flew  out  of  its  cage. 

You  must  learn  each  lesson  carefully. 

I  gave  each  child  a  peach. 

Teach  me  how  to  do  it. 

Go  to  the  beach  with  me. 

It  was  very  cold  at  the  beach. 


Did  you  ever  hear  Bishop  Brooks  preach? 

They  came  a  long  distance  to  hear  him  preach. 

Practice  what  you  preach. 

I  hope  we  shall  reach  the  station  in  time. 

I  heard  him  make  a  speech. 

Bleach  the  cloth. 

I  would  not  urge  them  to  go. 

My  suit  is  made  of  blue  serge. 

The  boys  caught  some  perch. 

The  birch  is  a  useful  tree. 

It  was  made  of  birch-bark. 


II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  barge,   starch,  coach,   cage,   page,   rage,   stage,  peach, 
beach,  speech,  dirge,  verge,  lurch. 

VERBS  —  march,   starch,    coach,   teach,   reach,    preach,    bleach, 
screech. 


LIP-READING  FOR  THE  DEAF  203 

C  —  Exercise  Story 

Do  you  like  flowers? 

Do  you  like  wild  flowers? 

I  like  cultivated  flowers. 

I  like  to  see  flowers  in  the  window. 

The  florist  has  flowers  in  the  window. 

What  kind  of  flowers  has  the  florist? 

Will  you  buy  me  a  dozen  roses  at  the  florist? 

Where  shall  I  buy  the  pinks? 

Where  shall  I  buy  the  azalias? 

Where  shall  I  buy  the  geraniums? 

Where  shall  I  buy  the  begonias? 

Where  shall  I  buy  the  lilies? 

The  window  was  full  of  all  kinds  of  flowers. 

One  day  the  florist's  window  was  full  of  all  kinds  of  flowers. 

It  was  full  of  bright  flowers. 

It  looked  very  attractive. 

One  day  the  florist's  window,  full  of  gay  flowers  looked  un- 
usually attractive. 

Many  people  stopped  to  look  at  it. 

Some  people  went  into  the  florist's  shop. 

One  day  a  woman  went  into  the  florist's  shop. 

One  day  a  woman  who  looked  as  if  she  were  determined  to  have 
her  own  way  entered  the  florist's. 

She  looked  at  all  the  flowers. 

She  looked  at  the  azalias,  the  geraniums,  the  begonias  and  the 
lilies. 

She  bought  some  flowers. 

She  bought  a  plant. 

One  day  a  woman  went  into  the  florist's  and  selected  a  plant. 

What  kind  of  a  plant  was  it? 

It  was  a  brilliant  looking  plant. 

It  was  a  Japanese  plant. 

Did  you  see  that  brilliant  looking  plant  in  a  Japanese  flower- 
pot? 

One  day  a  woman  who  looked  as  though  she  were  determined 
to  have  her  own  way  entered  the  florist's  shop  and  selected  a 
brilliant  looking  plant  in  a  Japanese  flower-pot. 


204  THE  MULLER-WALLE  METHOD 

How  much  did  she  pay  for  the  plant? 

She  paid  the  clerk  two  dollars  for  the  plant. 

She  paid  the  clerk  for  the  plant  and  then  she  asked  him  if  it 
would  do  well  in  the  sun. 

"Will  that  plant  do  well  in  the  sun?" 

"Yes,"  replied  the  salesman. 

"Yes,"  replied  the  salesman,  "it  will  do  well  in  the  sun." 

The  woman  said,  "Don't  say  it  will  if  it  won't." 

"That  brilliant  looking  plant  will  do  well  in  the  sun,"  replied 
the  man. 

Do  geraniums  do  well  in  the  sun? 

Do  azalias  do  well  in  the  sun? 

Some  plants  do  better  in  the  shade. 

Will  that  brilliant  looking  plant  do  better  in  the  shade? 

Will  the  shade  hurt  it? 

The  woman  in  the  shop  asked,  "Will  the  shade  hurt  it?" 

"Not  in  the  least,"  replied  the  clerk. 

"Ah,"  said  the  woman  with  a  tightening  of  the  lips,  "here  is  a 
plant  that  will  do  equally  well  in  the  shade  or  in  the  sun." 

Will  the  azalias  do  equally  well  in  the  sun  or  the  shade? 

Will  the  lilies  do  equally  well  in  the  sun  or  the  shade? 

Is  it  probable  that  those  flowers  will  do  equally  well  in  the  sun 
or  in  the  shade? 

It  is  not  probable. 

It  is  not  natural. 

Did  the  clerk  think  it  was  probable  or  natural? 

Did  the  clerk  know? 

Did  the  clerk  know  anything  about  botany? 

The  woman  did  not  think  that  the  clerk  was  an  authority  in 
botany. 

The  woman  said,  "  Here  is  a  plant  that  is  declared  to  do  equally 
well  in  the  shade  or  sun,  which,  to  say  the  least,  is  neither  prob- 
able nor  natural." 

"Perhaps  you  will  call  someone  who  is  more  of  an  authority 
in  botany  than  yourself." 

The  young  man  went  into  the  other  room. 

The  young  man  went  away  to  call  his  employer. 

The  employer  came  in. 

The  employer  came  in  and  spoke  to  the  woman. 


LIP-READING  FOR  THE  DEAF  205 

The  woman  told  the  employer  what  his  assistant  had  said. 

"Your  assistant,"  said  the  woman,  "informs  me  that  this 
plant  does  equally  well  in  the  shade  or  sun." 

"Well,  madam,  I  think  he  is  right." 

The  employer  said  that  the  clerk  was  right. 

The  employer  said  that  the  brilliant  plant  in  the  Japanese 
flower-pot  would  do  equally  well  in  the  shade  or  sun. 

"Really,"  said  the  woman,  "that  is  a  most  accommodating 
plant." 

"My  good  sir,"  said  the  woman  scornfully,  "that  is  really  a 
most  accommodating  plant.  It  isn't  natural." 

"Precisely,  madam.  You  see,  it  is  an  artificial  plant,"  said 
the  florist. 

AT  THE  FLORIST'S 

The  florist's  window,  full  of  bright  flowers,  looked  very  attrac- 
tive. 

Soon  a  woman  entered  who  looked  as  though  she  were  used  to 
having  her  own  way. 

She  selected  a  brilliant  looking  plant  in  a  Japanese  flower-pot, 
and  inquired  if  it  would  do  well  in  the  sun. 

"  Certainly,"  said  the  clerk. 

"Don't  say  it  if  it  won't,"  she  remarked  sharply.  "Now,  if  it 
grows  well  in  the  sun,  will  the  shade  hurt  it?" 

"Not  in  the  least,"  replied  the  man. 

"Ah,"  said  she,  with  a  tightening  of  the  lips,  "here  is  a  plant 
that  is  declared  to  do  equally  well  in  shade  or  sun,  which  to  say 
the  least  is  neither  natural  nor  probable.  Perhaps  you  will  call 
somebody  who  is  more  of  an  authority  in  botany  than  yourself." 

The  young  man  called  his  employer. 

"Your  assistant,"  said  the  woman,  "informs  me  that  this 
plant  does  equally  well  in  shade  or  sun." 

"Well,  madam,  I  think  he  is  right." 

"Really,  a  most  accommodating  plant,"  said  the  woman, 
scornfully.  "My  good  sir,  it  isn't  natural." 

"Precisely,  madam.     You  see,  it  is  an  artificial  plant." 


LESSON  XXIX 
A 

Note  1.  The  letter  k  (or  ck)  after  short  vowels,  a,  6, 1,  u,  e, 
are  to  receive  special  attention  in  this  lesson.  We  add  oo  (as 
in  book)  to  this  group,  it  having  been  omitted  in  Lesson  XIII 
because  there  are  no  common  words  containing  oo  followed  by  n. 


Note  2.  Pay  more  attention  to  the  vowels  and  the  con- 
sonants preceding  them  than  to  the  final  consonants.  The  latter 
are  not  often  seen  in  rapid  conversation  and  it  is  really  unnec- 
essary to  see  them.  It  is  far  more  important  to  get  the  right 
vowel  and  the  consonant  preceding. 

Study  k  (or  ck)  after  short  vowels  in  sentences  under  B. 


I.     Sentence  Practice. 


Come  back. 

Bring  it  back. 

Bring  back  the  book. 

He  brought  it  back. 

My  book  is  black. 

Pack  the  trunk. 

How  long  will  it  take  you  to  pack  your  trunk? 

What  do  they  lack? 

What  is  in  that  sack? 

My  brother's  name  is  Jack. 

Crack  the  ice. 

(206) 


LIP-READING  FOR  THE  DEAF  207 

Crack  the  nuts. 

That  was  a  hard  nut  to  crack. 

The  tramp  was  walking  on  the  railroad  track. 

Lock  the  door. 

Knock  at  the  door. 

Let  us  sit  down  on  the  rock  by  the  shore. 

The  farmer  has  a  flock  of  sheep. 

Can  you  see  the  clock  from  here? 

The  hands  of  the  clock  are  black. 

Look  at  it. 

Look  at  me. 

Look  at  your  book. 

She  took  it  away. 

She  took  it  back. 

She  took  back  the  book. 

Who  took  my  book? 

Can  you  cook? 

Do  you  like  to  cook? 

Let  me  look  at  your  cook-book? 

Hang  your  hat  on  the  hook. 

There  is  a  hook  on  the  closet  door. 

The  boys  have  gone  fishing  in  the  brook. 

Do  you  like  brook-trout? 

Jack  must  bring  back  the  book. 

The  ship  will  dock  to-day. 

It  was  a  great  shock  to  them. 

Has  he  recovered  from  the  shock? 

I  bought  a  book-rack. 

How  many  books  are  there  in  the  rack? 

What  luck! 

We  have  had  such  bad  luck. 

The  house  was  struck  by  lightning. 

The  clock  struck  twelve. 

Pick  it  up. 

Pick  up  my  book. 

We  must  pick  a  quart  of  berries. 

Can  you  hear  your  watch  tick? 

We  played  a  trick  on  my   brother  Jack. 


208  THE  MULLER-WALLE  METHOD 

What  was  the  trick? 

The  wick  in  the  lamp  is  too  short. 

The  house  is  made  of  brick. 

The  man  is  a  brick-layer. 

Put  another  stick  of  wood  into  the  fire. 

The  boy's  name  is  Dick. 

That  ship  has  a  fine  deck. 

Have  you  been  out  on  deck? 

There  was  not  a  speck  of  dust  in  the  room. 

I  want  a  peck  of  apples. 

How  many  quarts  are  there  in  a  peck? 


II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  back,  hack,  Jack,  pack,  tack,  track,  rock,  sock,  block, 
clock,  shock,  book,  look,  nook,  crook,  brook,  duck,  luck, 
pluck,  deck,  neck. 

VERBS  —  pack,    crack,   dock,   lock,   knock,   mock,   flock,    hook, 
cook,  suck,  kick,  lick,  pick,  stick,  peck. 

C  —  Exercise  Story 

Have  you  ever  been  to  Washington? 

Have  you  ever  stopped  at  a  hotel  in  Washington? 

Can  you  tell  me  the  name  of  a  good  hotel  there? 

Is  it  a  first-class  hotel? 

It  is  not  far  from  the  station. 

Can  you  direct  me  to  a  first-class  hotel  in  the  neighborhood  of 
the  station? 

When  did  you  go  to  Washington? 

How  long  did  you  stay? 

I  went  to  Washington  some  time  ago  and  stayed  several  days. 

Once  a  man  from  New  York  went  to  Washington  for  several 
days. 


LIP-READING  FOR  THE  DEAF  209 

Nobody  at  the  hotel  liked  the  man. 

He  made  himself  very  much  disliked. 

He  made  himself  very  obnoxious. 

He  was  a  very  tall  man. 

He  was  a  large  man. 

He  was  a  pompous  man. 

He  was  a  large  and  pompous  person. 

He  wore  a  long  coat. 

He  wore  a  high  hat. 

Once  a  large  and  pompous  person,  wearing  a  high  hat  and  a 
long  coat  made  himself  obnoxious  around  a  Washington  hotel. 

Where  did  this  man  live? 

This  large  and  pompous  person  came  from  New  York. 

He  announced  that  he  was  from  New  York. 

He  troubled  everyone. 

He  nagged  the  bell-boys. 

He  scolded  the  clerks. 

He  roared  at  the  food. 

He  complained  about  his  room. 

He  complained  about  the  elevator. 

He  complained  about  the  telephones. 

He  complained  about  everything. 

One  day  he  called  a  porter. 

One  afternoon  he  called  a  porter  and  said,  .... 

He  said,  "I'm  going  to  leave  this  hotel." 

He  said,  "I'm  going  back  to  New  York." 

He  said,  "I'm  going  to  quit  this  town." 

He  said,  "I'm  going  to  quit  this  town  and  go  back  to  New  York 
where  I  can  get  some  decent  service." 

Are  you  going  back  to  New  York? 

What  train  are  you  going  to  take? 

When  does  the  train  leave? 

I'm  going  to  take  the  four  o'clock  train. 

Have  you  bought  your  tickets? 

How  many  tickets  do  you  want? 

I  am  going  to  buy  four  tickets. 

I  am  going  to  buy  three  tickets. 

I  am  going  to  buy  one  ticket. 

I  want  a  parlor  car  ticket. 


210  THE  MULLER-WALLE  METHOD 

I  want  a  ticket  for  the  Pullman  car. 
Here  are  two  tickets  for  the  parlor  car. 
Get  me  two  seats  in  the  parlor  car  on  the  four  o'clock  train. 
Meet  me  at  the  station. 
Meet  me  at  the  station  with  the  tickets. 

The  disagreeable  man  asked  the  porter  in  a  Washington  hotel 
to  get  him  some  tickets. 

He  said,  "I'm  going  to  quit  this  town  and  go  back  to  New 
York  where  I  can  get  some  decent  service.  I  want  you  to  buy 
me  two  seats  in  a  parlor  car  on  the  four  o'clock  train  to  New 
York.  Get  me  two  seats  and  meet  me  at  the  station  with  the 
tickets." 

Why  did  the  man  want  two  tickets? 
Was  someone  going  with  him? 
Who  was  going  to  accompany  him? 
Did  the  man  want  the  porter  to  go  with  him? 
Was   one  seat   for   the   disagreeable    man    and    one  for    the 
porter? 

No,  the  man  wanted  both  seats  for  himself. 
He  wanted  one  chair  to  sit  in. 
He  wanted  one  chair  to  put  his  feet  in. 

He  said  to  the  porter,  "I  want  one  chair  to  sit  in  and  one  to 
put  my  feet  in." 

The  porter  went  to  the  station  to  buy  the  tickets. 
He  delivered  the  tickets  to  the  man. 
The  seats  were  delivered. 
The  seats  were  delivered  at  the  train. 

The  seats  were  delivered  at  the  train  just  before  it  pulled  out. 
The  porter  delivered  the  seats  at  the  train  just  before  it  pulled 
out. 

One  of  the  seats  was  in  Car  No.  3. 
The  other  was  located  in  Car  No.  4. 


SOMEWHAT    OF    A    STRETCH 

A  large  and  pompous  person,  wearing  a  high  hat  and  a  long 
coat,  for  several  days  made  himself  obnoxious  around  a  Washing- 
ton hotel. 

He  announced  he  was  from  New  York,  nagged  the  bell-boys, 


LIP-READING  FOR  THE  DEAF  211 

scolded  the  clerks,  roared  at  the  food,  complained  about  his  room 
and  the  elevator  and  the  telephones  and  everything  else. 

One  afternoon  he  called  a  porter  and  said,  "I'm  going  to  quit 
this  town  and  go  back  to  New  York  where  I  can  get  some  decent 
service.  I  want  you  to  buy  me  two  seats  in  a  parlor  car  on  the 
four  o'clock  New  York  train.  Get  me  two  seats  and  meet  me  at 
the  station  with  the  tickets.  I  want  one  chair  to  sit  in  and  one 
to  put  my  feet  in." 

The  seats  were  delivered  at  the  train  just  before  it  pulled  out. 
One  of  the  seats  was  in  Car  No.  3,  and  the  other  was  located  in 
Car  No.  4. 


LESSON  XXX 
A 

Note,  k  (or  ke)  after  long  vowels  and  diphthongs  have  the 
same  movement  as  k  (or  ck)  after  short  vowels  in  Lesson 
XXIX. 

Study  these  in  sentences  under  B. 


I.     Sentence  Practice. 


Hear  the  dog  bark. 

It  is  so  dark. 

Have  you  been  to  walk  in  the  park? 

I  should  not  like  to  go  there  alone  after  dark. 

The  lark  is  a  bird. 

Hark!     I  hear  a  lark. 

I  saw  a  lark  in  the  park. 

Your  work  is  not  up  to  the  mark. 

He  spoke  to  the  man  in  the  park. 

I  smell  the  smoke. 

That  was  a  good  joke. 

Tell  us  the  joke. 

The  boy  played  the  joke  on  his  brother. 

Who  broke  my  window? 

That  is  a  fine  oak  tree. 

There  is  a  large  oak  tree  in  the  park. 

Hear  the  frogs  croak. 

Do  you  burn  coke? 

Soak  it  in  water  for  an  hour. 

(212) 


LIP-READING  FOR  THE  DEAF  213 

She  wore  a  long  black  cloak. 

Take  it  with  you  when  you  go. 

Take  it  away. 

Take  the  cake  with  you  when  you  go. 

Take  it  along. 

Do  it  for  my  sake. 

Can  you  bake  good  cake? 

We  had  a  clam-bake  at  the  sea-shore. 

We  have  been  rowing  on  the  lake. 

Rake  the  hay. 

I  cannot  find  the  rake. 

Buy  a  new  rake  when  you  go  to  town. 

Will  you  wake  me  at  seven? 

Were  you  awake  then? 

Can  you  show  me  how  to  make  it? 

I  will  make  it  for  you. 

Make  it  as  long  as  possible. 

Let  me  take  a  look  at  it. 

Will  you  have  some  steak? 

The  steak  is  not  cooked  enough. 

The  bird  has  a  sharp  beak. 

I  was  there  last  week. 

They  arrived  a  week  ago. 

Speak  to  them  about  it. 

That  man  is  a  Greek. 

There  was  a  leak  in  the  dike. 

I  should  like  to  go. 

Have  you  ever  seen  Pike's  Peak? 

I  must  finish  my  work. 

My  work  is  done. 

II.     Vocabulary. 

Use  these  words  to  form  new  sentences: 

NOUNS  —  lark,  park,  Clark,  toque,  cake,  lake,  flake,  peak,  freak, 
dike,  Turk,  Greek. 

VERBS  —  hark,  mark,  poke,  soak,  bake,  make,  rake,  peek,  like, 
work. 


214  THE  MULLER  WALLE-METHOD 

C  -  -  Exercise  Story 

Have  you  ever  been  abroad? 

Have  you  ever  been  across  the  Pacific  Ocean? 

Have  you  ever  been  to  Japan? 

Japan  is  a  very  interesting  country. 

The  Japanese  are  very  interesting  people. 

The  people  of  Japan  are  very  interesting. 

The  Japanese  are  very  different  from  Americans. 

Do  you  know  much  about  Japan? 

Do  you  know  anything  about  the  history  of  Japan? 

Do  you  know  anything  about  the  climate  of  Japan? 

There  have  been  a  great  many  earthquakes  in  Japan. 

Earthquakes  occur  very  often  in  Japan. 

Earthquakes  occur  very  often  in  Japan,  but  they  are  not  always 
dangerous. 

The  people  do  not  think  much  about  them. 

The  earthquakes  are  seldom  dangerous  and  the  people  do  not 
pay  much  attention  to  them. 

Sometimes .... 

Sometimes  after  an  earthquake  .... 

Sometimes  after  an  earthquake  the  sea  is  very  rough. 

Sometimes  after  an  earthquake  the  sea  becomes  very  rough. 

The  waves  are  very  high. 

The  waves  rise  high  into  the  air. 

The  sea  rushes  up  over  the  land. 

The  sea  rushes  up  over  the  land  in  the  form  of  a  tidal  wave. 

Sometimes  after  an  earthquake  there  is  a  great  tidal  wave. 

The  tidal  waves  are  very  dangerous. 

A  great  many  people  have  been  killed  by  tidal  waves. 

A  great  many  towns  have  been  swept  away. 

Sometimes  after  an  earthquake  the  sea  rushes  up  over  the 
land  in  the  form  of  a  great  tidal  wave,  which  sweeps  away  whole 
villages  and  kills  many  people. 

Once  upon  a  time  .... 

Once  upon  a  time  many  years  ago  .... 

There  was  a  small  village  in  Japan. 

There  was  a  small  village  by  the  sea  in  Japan. 

About  four  hundred  people  lived  there. 


LIP-READING  FOR  THE  DEAF  215 

There  were  about  four  hundred  inhabitants  in  the  village. 

They  were  all  very  poor. 

They  were  all  very  poor  but  they  were  very  happy  and 
satisfied. 

There  was  only  one  rich  man  in  the  village. 

He  was  very  rich. 

He  was  a  rich  farmer. 

He  lived  on  a  hill. 

His  house  was  on  a  hill. 

His  house  was  on  a  high  hill  overlooking  the  village. 

His  house  was  on  a  high  hill  overlooking  the  village  by  the 
sea. 

Everyone  could  see  the  house  from  the  village. 

The  house  could  be  plainly  seen  from  the  village. 

The  farmer  was  a  very  old  man. 

He  had  always  been  a  rich  man. 

He  made  his  money  by  selling  rice. 

He  had  a  great  many  large  rice  fields. 

He  had  the  largest  rice  fields  in  the  country. 

Once  upon  a  time  there  was  a  small  village  of  about  four  hun- 
dred inhabitants.  They  were  all  very  poor,  but  very  happy. 
There  was  only  one  rich  farmer  among  them.  He  lived  in  a 
house  on  the  top  of  the  hill,  overlooking  the  village  and  he  owned 
the  largest  rice  fields  in  the  country. 

One  day  .  .  .  '. 

One  day  in  the  village  by  the  sea  .... 

One  day  in  the  village  by  the  sea  there  was  a  great  festival. 

One  day  a  great  festival  was  being  held  in  the  village. 

All  the  people  went  down  to  the  sea-shore. 

All  the  people,  men,  women,  and  children,  went  down  to  the 
sea-shore. 

They  did  not  do  any  work  on  that  day. 

They  left  their  work. 

They  left  their  work  and  gathered  together  to  play  games. 

One  day  in  a  village  by  the  sea  there  was  a  great  festival  and 
all  the  people,  men,  women,  and  children,  gathered  together  to 
play  games. 

Everyone  was  there. 

Everyone  in  the  village  was  there  except  the  rich  farmer. 


216  THE  MULLER-WALLE  METHOD 

Everyone  was  there  except  the  rich  farmer  and  his  little  grand- 
son. 

The  old  man  had  been  very  ill. 

The  old  man  had  been  very  ill  and  so  he  could  not  go  to  the 
festival. 

The  little  boy  stayed  with  him. 

The  little  boy  stayed  with  him  to  keep  him  company. 

They  were  both  sitting  in  front  of  the  house. 

They  were  both  sitting  in  front  of  the  house  on  the  hill. 

They  were  sitting  at  the  top  of  the  hill  watching  the  people. 

They  were  sitting  there  watching  the  people  in  the  village 
below. 

Suddenly  .... 

All  of  a  sudden  .... 

All  of  a  sudden  there  came  an  earthquake. 

It  was  not  a  very  severe  one. 

It  was  not  a  very  severe  one  and  the  people  did  not  pay  any 
attention  to  it. 

The  people  did  not  pay  any  attention  to  the  earthquake  but 
went  on  with  their  games. 

After  the  earthquake,  the  sea  grew  very  calm. 

After  the  earthquake,  the  sea  grew  very  still. 

The  old  man  was  watching  it. 

He  thought  the  sea  looked  very  strange. 

The  sea  seemed  very  strange. 

The  sea  seemed  to  be  moving  slowly. 

The  sea  seemed  to  be  running  away  from  the  land. 

The  people  saw  it  too. 

The  people  watched  it  for  a  while. 

The  people  watched  it  for  a  while  and  then  went  on  with  their 
games. 

The  sea  crept  slowly  away. 

The  sea  crept  slowly  away  from  the  land. 

The  old  man  arose  from  his  seat. 

The  old  man  arose  quickly  from  his  seat. 

He  arose  quickly  from  his  seat  and  called  his  grandson. 

He  called  his  grandson  and  told  him  to  light  a  torch. 

He  called  his  grandson  and  told  him  to  bring  a  lighted  torch. 

The  child  obeyed. 


LIP-READING  FOR  THE  DEAF  217 

The  child  hastened  to  obey. 

The  child  hastened  to  obey  and  the  old  man  took  the  torch. 

The  old  man  took  the  torch  and  began  to  run  towards  the  rice 
fields. 

He  began  to  set  fire  to  the  rice. 

He  ran  to  set  fire  to  the  rice  fields. 

He  ran  from  one  field  to  another  until  he  had  set  fire  to  all 
the  rice. 

The  little  boy  began  to  cry. 

The  little  boy  began  to  cry  for  he  thought  that  his  grandfather 
had  gone  crazy. 

The  people  in  the  village  saw  the  fire. 

They  rang  a  bell. 

They  rang  the  fire  alarm. 

They  rang  the  fire  alarm  and  then  they  ran  up  the  hill. 

They  all  ran  up  the  hill  as  fast  as  they  could. 

They  all  ran  up  the  hill  as  fast  as  they  could  to  help  put  out 
the  fire. 

The  men  came  first. 

First  came  the  men,  then  the  women  and  children. 

The  women  and  children  all  followed  the  men. 

When  the  first  ones  came  up  the  hill  they  started  to  put  out 
the  fire. 

They  immediately  started  to  put  out  the  fire. 

Immediately  they  began  to  put  out  the  fire  but  the  old  man 
would  not  let  them. 

He  would  not  let  them  put  out  the  fire. 

They  thought  he  had  gone  crazy. 

When  all  the  people  had  come  up  the  hill  the  old  man  pointed 
to  the  sea. 

They  all  looked  towards  the  sea. 

The  sea  was  very  terrible. 

It  was  not  moving  away  from  the  land  now. 

It  was  coming  towards  the  land. 

A  great  wave  was  coming  towards  the  land. 

A  great  wave  as  high  as  a  mountain  was  coming  towards  the 
land. 

It  struck  the  shore. 

It  swept  over  the  shore. 


218  THE  MULLER-WALLE  METHOD 

It  swept  over  the  village. 

It  swept  over  the  village  and  then  drew  back. 

When  it  drew  back  .... 

When  it  drew  back  the  village  was  gone. 

When  it  drew  back  the  village  was  gone  and  there  was  not  a 
house  left. 

Again  the  wave  came  rushing  over  the  land. 

Five  times  it  came  rushing  over  the  land. 

Five  times  it  came  rushing  over  the  land  and  then  it  drew  back 
and  the  sea  raged. 

Then  the  old  man  spoke  to  the  people. 

Then  the  old  man  said  to  the  people,  "That  was  why  I  set 
fire  to  the  rice." 

He  said  "Now  you  know  why  I  set  fire  to  my  rice  fields." 

The  rice  was  all  gone. 

The  rice  was  all  burned. 

The  rice  was  all  burned  and  he  was  a  poor  man. 

He  was  as  poor  as  any  man  in  the  village. 

He  was  as  poor  as  any  man  in  the  village  but  he  had  saved 
four  hundred  lives. 


THE  EARTHQUAKE  AND  THE  GREAT  WAVE 

It  was  an  autumn  evening  more  than  a  hundred  years  ago. 
In  a  little  village  of  Japan  there  was  a  great  stir.  The  narrow 
streets  were  full  of  people  who  were  getting  ready  for  a  merry 
making  in  the  evening.  Each  was  thinking  how  happy  he  should 
be  in  the  gay  throng. 

The  village  was  on  the  sea-shore.  The  waves  breaking  on  the 
beach  were  only  a  few  feet  away.  Above,  on  the  high  plain 
behind  the  village,  an  old  man  was  watching  from  his  house  the 
merry  crowd  below. 

Suddenly  in  the  midst  of  the  fun  and  laughter  there  came  the 
shock  of  an  earthquake.  Japan  is  the  land  of  earthquakes,  and 
this  was  not  enough  to  frighten  anyone. 

The  boys  and  girls  ran  up  and  down  the  streets  as  before. 
The  old  man  could  hear  their  gay,  childish  voices.  He  stood  up 
and  looked  at  the  sea.  The  water  was  dark  and  acted  strangely. 
It  seemed  to  be  moving  against  the  wind.  The  sea  was  running 


LIP-READING  FOR  THE  DEAF  219 

away  from  the  land.  Below  him,  the  people  were  wondering 
what  that  great  ebb  could  mean.  They  were  watching  it  from 
the  beach. 

The  old  man  knew  what  it  meant;  he  knew  the  danger  that 
was  coming.  His  one  thought  was  to  warn  the  people  in  the 
village. 

"Bring  me  a  torch!  Make  haste!"  he  called  to  his  little  grand- 
son. In  the  fields  behind  him  lay  his  great  crop  of  rice.  It  was 
piled  up  in  stacks  ready  for  the  market.  It  was  worth  a  fortune. 
The  old  man  hurried  out  with  his  torch.  In  a  moment  the  dry 
stalks  were  blazing.  The  big  bell  pealed  from  the  temple. 

Back  from  the  beach,  away  from  that  strange  sea,  up  the  steep 
side  of  the  cliff,  came  the  people  of  the  village.  They  were  com- 
ing to  try  to  save  the  crops  of  their  rich  neighbor.  They  said, 
"He  is  mad!" 

"Look!"  shouted  the  old  man  at  the  top  of  his  voice,  as  they 
reached  the  plain  in  safety. 

They  looked  eastward  through  the  twilight.  At  the  edge  of 
the  horizon  they  saw  a  long,  lean,  dim  line,  —  a  line  that  thick- 
ened as  they  gazed.  That  line  was  the  sea,  rising  up  like  a  high 
wall,  and  coming  more  swiftly  than  a  kite  flies. 

Then  came  a  shock,  heavier  than  thunder.  The  great  swell 
struck  the  shore  with  a  weight  that  sent  a  shudder  through  the 
hills.  There  was  a  foam-burst  like  a  blaze  of  sheet  lightning. 

When  the  people  looked  again,  they  saw  a  white  horror  of  sea 
raging  over  the  place  of  their  homes.  It  drew  back,  roaring. 
Then  it  struck  again,  and  again,  and  yet  again.  Once  more 
it  struck  and  ebbed;  then  it  returned  to  its  place. 

On  the  plain  no  word  was  spoken.  Of  all  the  homes,  only  two 
straw  roofs  could  be  seen,  tossing  on  the  waves.  Then  the  voice 
of  the  old  man  was  heard,  saying  gently,  "That  is  why  I  set  fire 
to  the  rice." 

He  stood  among  them  almost  as  poor  as  the  poorest,  for  his 
wealth  was  gone;  — but  he  had  saved  four  hundred  lives  by  the 
sacrifice. 

LAFCADIO  HEARN 

Adapted. 


PART     THREE 


Exercises  on  important  initial  and  final  syllables. 


Note.  The  following  exercises  are  given  for  advanced  work 
when  all  the  preceding  lessons  have  been  thoroughly  mastered 
They  consist  of  phrases  and  sentences,  and  are  to  be  practiced 
as  the  sentences  under  B,  and  not  with  the  mirror. 


ing 

(a)      Without  making  a  mistake.  . . 
Without  asking  any  questions 
Both  coming  and  going .  . . 
Waiting  for  a  car .  . . 
Walking  up  the  street .  . . 
A  very  amusing  remark .  . . 
Looking  forward.  .  . 
Making  the  most  of  it ... 
Making  the  best  of  it ... 
Speaking  the  truth .  . . 
Reading  the  newspaper .  . . 
Writing  the  letter .  . . 
Making  many  improvements . 
Seizing  the  opportunity .  . . 
Bearing  the  burden .  . . 
Keeping  up ... 
Trying  to  learn .  . . 
Leading  the  way .  . . 

(221) 


222  THE  MULLER-WALLE  METHOD 

Reading  the  report 

Striving  to  do  one's  best .  . . 
Moving  about .  . . 


(b)     While  she  was  reading  the  newspaper,  I  was  writing  the 

letter. 

They  have  been  thinking  about  it  for  some  time. 
What  have  you  been  doing  this  morning? 
I  have  been  writing  letters  all  morning. 
My  sister  has  been  amusing  the  children. 
She  told  them  an  amusing  story. 
The  child  made  some  very  amusing  remarks. 
The  boy  is  always  asking  questions. 
We  are  all  tired  of  hearing  about  it. 

We  have  been  looking  forward  to  the  event  for  some  time. 
I  have  been  looking  all  over  the  house  for  you. 
Have  you  been  waiting  for  me? 

They  have  been  making  some  improvements  in  the  house. 
They  are  making  plans  for  the  summer. 
Are  you  coming  with  me? 
I  saw  her  standing  at  the  corner  waiting  for  a  car. 


ment 

(a)     A  great  disappointment .  . . 
Make  an  appointment .  . . 
Fullfill  the  requirement .  . . 
Reply  to  the  advertisement 
An  interesting  experiment .  . 
A  remarkable  achievement . 
Read  the  announcement .  .  . 
A  reliable  statement . .  . 
Come  to  an  agreement .  . . 
Offer  some  inducement .  . . 
Pay  a  compliment .  . . 
Announce  the  engagement .  . 
Inflict  the  punishment .  . . 


LIP-READING  FOR  THE  DEAF  223 


A  large  department  store .  . . 
Not  in  the  agreement .  .  . 
According  to  the  agreement .  .  . 
Laying  the  pavement .  . . 
Read  the  supplement .  . . 
A  doubtful  compliment .  . . 
Rent  the  apartment .  . . 
Management  of  the  business .  . . 


(b)     Have  you  any  engagement  for  to-morrow? 
I  have  an  appointment  at  the  dentist's. 
Have  you  read  the  announcement  in  the  paper? 
The  advertisement  was  in  the  New  York  paper. 
What  is  your  favorite  amusement? 
He  has  been  appointed  by  the  government. 
The  government  will  pass  the  law. 
Have  you  tried  the  experiment? 
What  if  the  experiment  fails? 
The  experiment  has  proved  successful. 
Do  you  remember  having  read  the  announcement? 
Do  you  think  he  deserves  the  punishment? 
The  punishment  was  too  severe. 
In  olden  times  they  wrote  on  parchment. 
The  payment  must  be  made  on  the  first  of  every  month. 
I  read  the  announcement  of  their  engagement  in  the 

paper. 
There  was  a  large  assortment  of  goods  displayed  in  the 

window. 

Where  did  they  rent  the  apartment? 
Did  they  come  to  an  agreement? 
It  will  be  a  great  diasppointment  to  them  if   they  are 

obliged  to  give  up  their  trip. 


er 


(a)      Better  than  nothing. . . 
The  more  the  better.  . 


224  THE  MULLER-WALLE  METHOD 

Better  late  than  never.  .. 
Longer  than  usual .  . . 
Better  than  I  thought .  .  . 
Never  too  late  to  mend .  . . 
Nearer  than  you  think .  . . 
An  interesting  speaker .  .  . 
At  another  time.  . . 
The  larger  the  better.  . . 
Farther  off.  .  . 
Fewer  than  ever .  . . 
Water  the  flowers .  . . 
Paper  the  room .  . . 
More  than  ever .  . . 
Forever  and  ever .  . . 
Whether  or  not  it  is  so ... 
Deliver  the  goods .  . . 
An  enthusiastic  admirer.  . . 
A  brave  commander .  . . 
A  thoughtful  reader .  . . 
Consider  the  plan .  .  . 


(b)     My  room  is  much  smaller  than  yours. 
She  would  rather  remain  at  home. 
That  is  larger  than  it  should  be. 
The  pen  is  mightier  than  the  sword. 
Since  I  would  rather  remain  at  home,  why  do  you  urge  me 

to  go? 

Since  it  rains,  we  had  better  remain  at  home. 
How  much  better  it  would  be  if  they  told  her  about  it  at 

once. 

How  much  longer  do  you  intend  to  stay  in  town? 
As  soon  as  the  weather  is  warmer  we  shall  go  into  the 

country. 

You  will  find  the  other  book  in  the  library. 
It  will  never  do  to  send  it  by  mail. 
Did  you  ever  read  any  of  his  works? 
He  is  a  man  of  strong  character. 
We  met  both  her  father  and  her  brother. 


LIP-READING  FOR  THE  DEAF  225 

Please  write  your  address  on  a  piece  of  paper. 

You  must  enter  by  that  door. 

You  must  consider  the  matter  carefully. 

We  shall  do  whatever  you  say. 

That  was  better  than  I  thought. 


fa] 

(a)      Faithful  in  small  things . 
A  successful  enterprise. 
A  cheerful  disposition .  . 
A  powerful  speech .  . . 
A  wonderful  discovery.  . 
A  respectful  reply .  . . 
A  delightful  evening .  . . 
A  skilful  piece  of  work . 
A  beautiful  picture.  . . 
A  faithful  servant .  . . 
The  rightful  owner .  . . 
A  plentiful  supply .  . . 
A  joyful  occasion .  . . 
A  disgraceful  affair .  . . 
A  useful  article . . . 
A  tactful  reply .  . . 
A  hopeful  outlook .  . . 
A  delightful  evening .  . . 
Be  careful .  . . 
Be  truthful .  . . 
Be  grateful.  . . 
Be  joyful .  . . 
Be  cheerful .  . . 
Be  respectful, .  . . 


(b)     You  must  be  careful  not  to  make  such  a  mistake  again. 
A  telephone  is  very  useful. 

Have  you  seen  the  beautiful  paintings  at  the  Art  Museum? 
That  was  indeed  a  wonderful  story. 


226  THE  MULLER-WALLE  METHOD 

The  undertaking  was  not  altogether  successful. 

Be  careful,  I  am  afraid  you  will  fall. 

It  seems  doubtful  whether  or  not  we  can  go. 

That  is  the  most  beautiful  house  on  the  street. 

That  man  is  a  very  skilful  artist. 

That  was  a  skilful  piece  of  work. 

Fruit  is  very  plentiful  this  year. 

Your  friend  has  a  very  cheerful  disposition. 

What  do  you  consider  the  most  wonderful  discovery? 

Oranges  are  not  very  plentiful  this  year. 


tion 

(a)      A  very  small  portion .  .  . 
A  valuable  collection .  .  . 
The  introduction  to  the  book . 
A  rock  formation .  . . 
A  mere  fraction .  . . 
Feel  the  vibration .  . . 
Like  the  sensation .  . . 
Perpetual  motion.  .  . 
Without  any  hesitation .  . . 
Without  any  explanation .  . . 
By  way  of  illustration .  . . 
Reliable  information .  . . 
A  solid  foundation .  . . 
Take  part  in  the  conversation 
Make  a  suggestion .  . . 
A  large  proportion .  . . 
The  chief  attraction .  . . 
Accept  the  position .  . . 
A  queer  sensation .  . . 
Inspiration  of  the  moment .  .  . 
Receive  a  good  education .  .  . 
Under  great  obligation .  . . 
In  the  wrong  direction .  . . 
A  vivid  imagination.  . . 
A  letter  of  introduction .  .  . 


LIP-READING  FOR  THE  DEAF  227 

Receive  an  honorable  mention .  . . 

Apply  for  the  situation .  . . 

Take  up  a  collection .  . . 

The  law  of  gravitation .  . . 

Resist  the  temptation .  . . 

A  good  location .  . . 

Make  a  translation .  . . 

The  history  of  the  Reformation .  . . 


(b)     We  must  not  mention  this  to  him. 
Can  you  give  me  any  information? 
I  will  give  you  a  letter  of  introduction  to  him. 
Have  you  read  the  introduction  to  the  book? 
The  introduction  was  very  well  written. 
In  which  direction  are  you  going? 

The  publication  of  the  article  caused  a  great  sensation. 
What  time  did  you  go  to  the  station? 
How  long  does  it  take  to  drive  to  the  station? 
Did  you  get  any  reliable  information  from  him? 
Do  you  think  he  will  accept  the  position? 
I  should  like  to  read  a  translation  of  that  book. 
Have  you  made  a  translation? 
Since  you  can  read  the  book  in  French  you  should  not 

read  the  translation. 

The  newspaper  article  did  not  mention  his  name. 
When  the  time  comes  you  must  make  a  selection. 
Have  you  seen  the  beautiful  collection  of  paintings? 
That  is  a  fine  location  for  the  new  club-house. 


ist 

(a)      A  famous  naturalist .  . . 
An  eminent  scientist .  . . 
A  reliable  druggist .  . . 
A  famous  specialist .  . . 
A  great  American  humorist .  . . 
Pessimist  or  optimist .  . . 


228  THE  MULLER-WALLE  METHOD 

The  American  novelist .  . . 
A  well-known  naturalist .  . . 


(b)     That  man  is  a  famous  artist. 

Can  you  tell  me  the  name  of  the  artist  who  painted  that 
picture? 

I  have  been  to  the  dentist  this  morning. 

How  often  do  you  go  to  the  dentist? 

He  will  consult  a  specialist. 

Who  is  the  organist  in  your  church? 

Who  is  the  greatest  American  humorist? 

He  is  the  greatest  German  novelist  of  the  day. 

Can  you  tell  me  who  is  to  be  the  pianist  at  the  next  con- 
cert? 

There  was  a  fine  soloist  at  the  concert  last  evening. 

What  druggist  do  you  patronize? 

The  lecture  by  the  scientist  was  very  instructive. 

The  audience  was  very  attentive  to  what  the  naturalist 
said. 

Can  you  give  me  the  name  of  a  reliable  druggist? 


ly 

(a)      Completely  worn  out .  . . 
Materially  different .  . . 
Especially  good .  . . 
Greatly  surprised .  .  . 
Hardly  possible .  . . 
Apparently  wrong .  . . 
Recently  published .  . . 
Remarkably  interesting .  . . 
Hardly  worth  while .  . . 
Exactly  what  I  wanted .  . . 
Walk  very  rapidly .  . . 
Early  to  bed,  early  to  rise . 
Generally  speaking .  . . 
Carefully  planned .  .  . 


LIP-READING  FOR  THE  DEAF  229 


Really  well  done .  . . 
Plainly  visible .  . . 
Arrive  punctually . . . 
Face  the  situation  calmly .  .  . 
Not  exactly  right .  . . 
Practically  the  same .  . . 
Leave  very  early.  . . 


(b)     Do  you  read  the  daily  paper? 
Come  as  early  as  possible. 
Do  that  as  quickly  as  possible. 
There  is  only  one  thing  to  do. 
I  hardly  believe  that  she  will  come  so  early. 
I  was  greatly  surprised  to  hear  of  that. 
The  book  was  recently  published. 
The  new  book  is  remarkably  interesting. 
The  work  was  really  well  done. 
The  boy  always  arrived  punctually. 
He  left  the  room  quietly. 
They  are  usually  at  home  in  the  evening. 
We  were  cordially  invited. 
She  left  instantly  without  a  moment's  delay. 
I  hardly  believe  that  that  can  be  true. 
She  is  especially  interested  in  that  line  of  work. 
That  is  a  lovely  road,  but  it  is  very  lonely. 
I  shall  certainly  come  on  Monday,  if  I  can. 
We  shall  start  early  to-morrow  morning. 
It  will  hardly  be  worth  while  to  go  for  such  a  short  time. 


age 

(a)      Mail  the  package .  . . 
Repair  the  damage .  . . 
Forward  the  baggage .  . . 
A  foreign  language .  . . 
In  cold  storage .  . . 
A  high  percentage .  . . 


230  THE  MULLER-WALLE  METHOD 

Deliver  the  package . . . 

In  a  country  village .  . . 

A  message  to  Congress . . . 

Play  a  game  of  cribbage .  . . 

During  the  marriage  ceremony .  . . 

On  an  average .  . . 

At  a  great  disadvantage .  . . 

Telephone  for  the  carriage .  . . 

Study  the  language .  . . 

Check  the  baggage .  . . 

Keep  up  courage .  . . 

Pay  for  the  damage . . . 

Sew  on  the  selvage .  . . 

Paste  it  with  mucilage .  . . 

Prepay  the  postage .  . . 


(b)     Did  you  receive  the  package? 

Will  you  take  this  package  to  the  post-office  for  me? 

How  much  will  the  postage  be? 

The  cottage  stock  back  from  the  road  and  was  almost 

covered  by  the  foliage. 

The  plumage  of  the  tropical  birds  is  often  very  brilliant. 
The  foliage  in  the  mountains  is  beautiful  in  October. 
Can  she  speak  any  foreign  language? 
You  must  take  advantage  of  every  opportunity  to  practice. 
They  have  just  bought  a  new  carriage. 
We  drove  to  the  station  in  a  carriage. 
The  President  sent  his  message  to  Congress. 
It  requires  a  good  deal  of  courage  to  do  that. 
Will  you  buy  some  mucilage  for  me? 
Did  you  have  the  baggage  checked? 
The  storm  has  caused  much  damage  to  the  trees. 
Will  you  telephone  for  the  carriage? 
We  spent  the  summer  in  a  small  country  village. 
Did  you  prepay  the  postage  on  the  package? 
We  were  at  a  great  disadvantage  from  the  beginning. 


LIP-READING  FOR  THE  DEAF  231 

ive 


(a)     A  progressive  whist  party .  . . 
A  very  impressive  sermon .  . . 
A  festive  occasion .  .  . 
In  the  superlative  degree.  . . 
A  sensitive  child .  . . 
A  positive  statement .  . . 
Altogether  too  expensive .  . . 
In  a  reflective  mood.  . . 
A  descriptive  passage .  . . 
A  private  detective .  . . 
A  very  attentive  listener .  . . 
The  exclusive  privilege .  . . 
The  exlusive  right .  . . 
Positive  or  negative .  . . 


(b)     I  hope  you  will  be  very  attentive  to  what  he  says. 
He  is  always  attentive. 
She  is  very  sensitive  about  the  matter. 
That  is  altogether  too  expensive. 
She  is  very  active. 
I  am  positive  that  the  boy  had  nothing  to  do  with  the 

affair. 

She  is  a  relative  of  mine. 
How  expensive  is  the  house? 
The  ceremony  was  very  impressive. 
He  made  a  very  impressive  speech. 
The  lectures  have  been  very  instructive. 
Can  you  name  three  interrogative  pronouns? 
The  fire  proved  very  destructive. 
He  leads  an  active  life. 

Have  you  ever  been  to  a  progressive  whist-party? 
There  was  an  interesting  detective  story  in  the  magazine 
this  month. 


232  THE  MULLER-WALLE  METHOD 

able     ible 

(a)     A  favorable  decision . . . 
A  responsible  position .  . . 
A  reasonable  price .  . . 
A  sensible  remark .  . . 
A  remarkable  coincidence.  . . 
An  agreeable  surprise .  . . 
A  profitable  investment .  . . 
Responsible  for  the  loss .  . . 
A  favorable  impression .  . . 
A  reliable  statement .  . . 
The  invariable  rule .  . . 
An  agreeable  sensation .  . . 
The  probable  outcome .  . . 
A  desirable  situation .  . . 
An  irresistible  attraction .  . . 
An  acceptable  gift . . . 
An  admirable  arrangement .  . . 
A  navigable  river.  .  . 
Any  reliable  information .  .  . 
A  horrible  accident .  . . 
A  terrible  catastrophe .  . . 


(b)     That  is  a  very  probable  explanation. 

I  hope  you  will  find  your  room  comfortable. 

The  whole  affair  is  quite  incomprehensible. 

They  have  had  considerable  trouble  about  the  matter. 

The  pupil  must  repeat  each  syllable. 

It  seems  to  be  the  invariable  rule. 

The  man  was  knocked  insensible  by  the  blow. 

We  will  mark  the  linen  with  indelible  ink. 

She  will  hold  you  responsible  for  it. 

If  it  is  agreeable  to  you,  I  will  go  with  you. 

Her  sister  is  a  most  capable  person. 

The  facts  of  the  story  do  not  seem  very  probable. 

It  is  very  probable  that  I  shall  go. 

The  weather  has  been  very  disagreeable. 


LIP-READING  FOR  THE  DEAF  233 

Can  you  give  me  some  reliable  information? 

He  is  a  very  reliable  man. 

She  holds  a  responsible  position. 


ance     ence 

(a)     Learn  by  experience.  . . 
Notice  the  difference .  . . 
Show  a  preference .  . . 
The  perseverance  that  wins .  . . 
An  interesting  correspondence .  .  . 
A  large  conference .  . . 
Change  your  residence .  . . 
Self-reliance .  . . 
Make  the  acquaintance .  . . 
A  struggle  for  existence .  . . 
Considerable  influence .  . . 
A  life  insurance  company .  . . 
Difference  of  opinion .  . . 
Complete  silence .  .  . 
A  great  convenience .  . . 
Presence  of  mind .  . . 
A  long  distance  telephone .  . . 


(b)     There  is  a  strong  family  resemblance  among  the  children. 
The  entrance  to  the  hotel  is  on  the  other  street. 
It  requires  patience  and  perseverance  to  do  the  work  well. 
He  showed  great  presence  of  mind. 
He  has  considerable  influence  in  the  town. 
A  telephone  is  a  great  convenience. 
I  should  be  glad  to  make  their  acquaintance. 
There  was  a  complete  silence  in  the  room  when  she  en- 
tered. 

Have  you  any  preference? 
Did  you  attend  the  conference? 
Did  you  notice  the  difference? 


234  THE    MULLER-WALLE  METHOD 

That  makes  no  difference  to  me. 

There  was  a  great  difference  of  opinion  in  the  matter. 

Has  he  had  any  experience  in  that  kind  of  work? 


con 

(a)     Confess  the  truth .  . . 
Confirm  the  report .  . . 
Consult  a  physician .  . . 
Contradict  the  report .  . . 
The  continuation  of  the  story .  . . 
Contrary  to  my  expectations .  . . 
Condemn  the  criminal .  . . 
Strictly  confidential .  . . 
Entirely  too  conspicuous .  . . 
Conspire  against  the  government . 
Concentrate  one's  thoughts . . . 
A  large  contribution .  . . 
Continual  interruptions .  . . 
A  concise  statement . . . 
Confiscate  the  goods .  . . 
A  large  conflagration .  . . 
A  congenial  companion .  . . 
A  conscientious  worker .  . . 
Make  connections .  . . 
In  a  very  good  condition . . . 
Consider  it  seriously .  . . 
Conduct  the  services .  . . 


(b)     I  will  go  with  you  upon  one  condition. 

I  will  never  consent  to  such  an  arrangement. 

The  prisoner  was  condemned  to  death. 

That  confirms  my  suspicions. 

The  article  must  be  condensed  before  it  is  published. 

We  tried  to  convince  him  of  the  importance  of  the  matter. 

She  will  never  give  her  consent. 

Do  you  know  what  that  box  contains? 


LIP-READING  FOR  THE  DEAF  235 

We  must  contrive  some  good  way  to  carry  out  our  plans. 

How  long  does  the  work  continue? 

We  must  congratulate  them  upon  their  good  fortune. 

I  will  come  at  any  time  that  is  convenient  for  you. 

The  book  must  be  returned  in  good  condition. 

They  came  very  early,  contrary  to  my  expectations. 

I  wish  to  read  the  continuation  of  the  story. 


sub 

(a)     Submerged  by  the  waves .  . . 
Subtract  the  remainder .  . . 
A  suburban  residence.  .  . 
An  interesting  subject .  . . 
The  substance  of  the  report . 
Subscribe  to  the  paper .  . . 
A  problem  in  subtraction .  . . 
Change  the  subject .  . . 
A  subterranean  passage.  . . 
Sublet  the  apartment .  . . 
Subdue  the  revolt .  . . 
A  subordinate  officer . .  . 
The  subsequent  events . . . 
Submit  to  authority .  . . 


(b)     What  was  the  subject  of  the  lecture? 
What  was  the  substance  of  the  report? 
The  general  gave  orders  to  his  subordinate  officers. 
Does  this  car  go  through  the  subway? 
The  subject  of  the  debate  is  very  interesting. 
They  are  trying  to  find  a  substitute  to  fill  the  place. 
Can  you  tell  me  the  subsequent  results? 
You  must  subtract  that  from  the  amount  received. 
They  have  bought  a  new  house  in  the  suburbs. 
Have  you  subscribed  to  the  paper? 
Shall  you  continue  your  subscription  to  the  magazine? 


236  THE  MULLER-WALLE  METHOD 

We  were  delayed  in  the  subway. 

Let  us  change  the  subject. 

We  will  try  to  sublet  the  apartment. 


in 


(a)     An  inappropriate  remark .  . . 
An  inconvenient  time .  . . 
A  strong  inclination .  . . 
An  infinite  number .  . . 
The  inevitable  result .  . . 
An  important  invention . . . 
An  educational  institution .  . . 
Increase  in  value .  .  . 
An  indelible  impression .  .  . 
A  strong  inclination .  . . 
Offer  some  inducement .  . . 
An  intelligent  reply .  . . 
Indefinitely  postponed .  . . 
The  Declaration  of  Independence . 
An  indescribable  sensation .  . . 
A  strong  individuality .  . . 
A  profitable  investment .  . . 
Inherit  the  property .  . . 
Innumerable  faults.  . . 
An  inconsiderate  remark .  . . 
Inseparable  playmates .  . . 
An  incorrect  statement.  . 


(b)     Can  you  give  me  any  information  on  the  subject? 

Will  you  please  inform  him  of  the  change  in  our  plans? 

She  shows  much  interest  in  her  work. 

Did  he  introduce  the  subject? 

We  mean  to  inform  them  of  our  plans. 

What  ever  induced  her  to  say  such  a  thing? 

The  house  must  be  insured  against  fire. 


LIP-READING  FOR  THE  DEAF  237 

When   do   they   inaugurate   the   President   of   the  United 

States? 

Have  you  found  the  title  in  the  index? 
Owing  to  a  previous  engagement  we  shall  not  be  able  to 

accept  the  invitation. 
I  am  inclined  to  think  she  will  return. 
Does  that  include  everything? 
He  was  very  indignant  when  he  heard  about  it. 
The  new  book  seems  to  be  very  interesting. 
How  many  inhabitants  has  the  town? 
Is  there  an  index  to  the  book? 


pre 

(a)     A  wise  precaution .  . . 
A  preliminary  step .  . . 
A  previous  engagement .  . . 
A  premeditated  crime .  . . 
Prepay  the  postage .  . . 
Preside  at  the  meeting .  . . 
A  pre-historic  animal .  . . 
A  pre-occupied  state  of  mind .  . 
Prevent  the  catastrophe .  . . 
The  prevailing  fashion .  . . 
Always  well  prepared .  . . 
Full  of  presumption .  . . 
Preserve  the  fruit.  . . 
Prescribe  the  medicine .  . . 
To  exercise  precaution .  . . 
The  doctrine  of  pre-destination 


(b)     Which  of  these  pictures  do  you  prefer? 

I  wish  to  prepay  the  express  on  that  package. 
An  ounce  of  prevention  is  worth  a  pound  of  cure. 
The  work  was  carefully  prepared. 
You  must  be  more  precise  in  your  statements. 
I  presume  that  she  will  join  us  later. 


238  THE  MULLER-WALLE  METHOD 

You  must  pretend  that  you  know  nothing  about  it. 
Ask  the  doctor  to  prescribe  something  for  your  cold. 
You  can  have  the  prescription  made  up  at  the  drug-store. 
We  cannot  accept  because  of  a  previous  engagement. 
Who  is  to  preside  at  the  next  meeting? 
I  presume  that  they  will  go  abroad  in  the  fall. 
They  used  every  precaution,  but  it  was  of  no  use. 
He  belongs  to  the  Society  for  the  Prevention  of  Cruelty  to 
Animals. 


mis 

(a)     Recognize  the  mistake .  . . 
A  great  misfortune .  . . 
Misplaced  confidence .  . . 
A  misprint  in  the  book .  . . 
Miscalculate  the  time. .  . . 
Misdirect  the  letter.  . . 
Mistakes  will  happen.  .  . 
Met  with  a  mishap .  . . 
Misfortunes  never  come  singly . 
Mispronunciation  of  the  word . 
Misinterpret  the  passage .  . . 
Misrepresent  the  facts .  . . 
Misunderstand  the  message .  . . 


(b)     Are  you  sure  that  you  did  not  misunderstand  what  he 

told  you? 

I  think  you  have  made  a  great  mistake. 
That  was  indeed  a  great  misfortune. 
She  has  misspelled  several  words  in  her  letter. 
He  misplaced  the  book  and  could  not  find  it. 
You  misapply  the  meaning  of  his  remarks. 
The  children  were  always  up  to  some  mischief. 
She  is  so  apt  to  misrepresent. 
You  have  surely  misjudged  them. 
The  article  was  very  misleading. 


LIP-READING  FOR  THE  DEAF  239 

There  must  have  been  some  mistake  in  the  account. 

The  letter  was  missent. 

There  were  a  great  many  mistakes  in  the  lesson. 

She  seemed  to  mistrust  that  something  would  happen. 


ad 

(a)      Adjourn  the  meeting.  . . 

The  most  advanced  pupil .  .  . 

Adapt  one's  self  to  circumstances. 

A  few  additional  remarks .  . . 

In  spite  of  adversity .  . . 

Advertise  in  the  paper.  . . 

Adjust  the  matter.  . . 

Adopt  the  child .  . . 

Take  advantage  of  the  offer .  . . 

Give  some  good  advice .  . . 

The  administrator  of  the  estate .  . 

The  price  of  admission .  .  . 

No  admittance .  . . 

An  advantageous  offer .  . . 


(b)     I  think  the  matter  can  be  adjusted  with  very  little  trouble. 
I  hope  you  will  adhere  to  your  resolution. 
What  is  the  price  of  admission? 
He  is  to  deliver  an  address  at  the  next  meeting. 
We  must  adjust  the  book-shelves  to  make  them  the  right 

height. 

He  can  give  you  valuable  advise  upon  the  matter. 
They  told  us  about  a  most  interesting  adventure. 
I  saw  the  advertisement  in  the  morning  paper. 
The  stamp  will  not  adhere  to  the  envelope. 
No  child  will  be  admitted  who  is  not  accompanied  by  an 

adult. 

They  are  building  an  addition  to  the  house. 
What  would  you  advise  me  to  do? 


240  THE  MULLER-WALLE  METHOD 

ab 

(a)     An  absolute  fact .  . . 

An  absurd  statement .  . . 
Abbreviate  the  word .  . . 
An  abundance  of  fruit.  . . 
An  abridged  edition .  .  . 
Abrupt  departure .  . . 
Absurd  undertaking .  . . 
An  absorbing  subject .  . . 
An  abundant  supply .  .  . 
Abolish  the  custom .  . . 
Abolition  of  slavery .  .  . 
Absolutely  no  time .  . . 
Absent  minded .  . . 
Absolutely  necessary .  . . 
Above  suspicion .  . . 
Absolution  of  sin .  . 


(b)     There  is  absolutely  no  reason  why  you  should  not  go. 

In  taking  notes  try  to  abbreviate  as  many  words  as 
possible. 

His  answer  was  rather  abrupt  but  it  was  to  the  point. 

The  children  have  been  absent  from  school  a  great 
deal. 

The  prisoner  was  absolved  from  guilt  and  set  free  at 
once. 

Did  you  read  the  abstract  from  the  article  that  was  pub- 
lished in  the  paper? 

What  an  absurd  idea. 

We  have  absolutely  no  time  to  spare. 

Are  you  going  abroad  this  summer? 

No,  we  have  abandoned  the  idea. 

How  much  will  the  abridged  edition  of  the  encyclopedia 
cost? 

When  was  slavery  abolished? 


LIP-READING  FOR  THE  DEAF  241 

pro 


(a)     Pronounce  the  word . . . 
Proficient  in  the  art ... 
A  profusion  of  flowers .  . . 
A  provincial  town .  . . 
The  probate  court .  . . 
The  probation  officer .  . . 
An  interesting  proceeding .  . . 
The  proprietor  of  the  hotel .  . . 
Procrastination  is  the  thief  of  time . 
Proclaim  the  good  tidings .  .  . 
A  productive  soil .  . . 
Progressive  whist .  . . 
A  program  of  the  play .  . . 
Prohibit  the  sale .  .  . 
Proceed  with  care .  . . 
Provide  for  an  emergency .  . . 
A  profound  silence .  . . 
Profuse  thanks.  . . 
Provided  that  is  so ... 
Follow  the  procession .  . . 
Receive  promotion .  . . 
Before  the  probate  court .  . . 


(b)     Can  you  tell  me  how  to  pronounce  this  word? 
The  procession  will  start  at  three  o'clock. 
Peace  was  proclaimed  throughout  the  country. 
One  of  the  students  was  put  on  probation. 
We  must  proceed  with  the  work  just  the  same. 
We  had  a  good  view  of  the  procession  from  our  window. 
They  were  unable  to  procure  the  medicine  at  the  country 

store. 

That  gentleman  is  a  professor  of  modern  languages. 
The  program  for  the  next  concert  is  very  fine. 
They  have  made  a  law  to  protect  the  birds. 
We  must  provide  for  them  in  some  way. 
it 


242  THE  MULLER-WALLE  METHOD 

It  was  placed  before  the  probate  court. 
Have  you  read  the  prologue  of  the  play? 
She  has  become  very  proficient  in  the  art. 


im 

(a)      Improve  your  time .  . . 
Very  improbable .  .  . 
Utterly  impossible .  . . 
Impatiently  waiting .  . . 
A  matter  of  grave  importance . 
Imperative  orders .  . . 
Imagine  all  sorts  of  things .  . . 
An  imprudent  remark .  .  . 
An  imaginative  child .  . . 
No  immediate  danger .  . . 
The  immortality  of  the  soul .  . 
An  imperceptible  change.  .  . 
An  indelible  impression .  .  . 
Imprisonment  for  life.  .  . 
An  impromptu  speech .  . . 
A  noticeable  improvement .  .  . 
Impartial  judgment .  . . 
From  time  immemorial .  .  . 
A  good  impression .  .  . 
Immaculate  order.  .  . 
Impertinent  reply .  .  . 


(b)     It  is  very  important  that  this  letter  should  go  immediately. 
It  will  be  impossible  to  finish  the  work  on  time. 
That  is  a  very  improbable  story. 
The  equator  is  an  imaginary  line. 
The  change  was  almost  imperceptible. 
The  photograph  was  imperfect. 
The  king  was  wearing  his  imperial  robes. 
Her  remarks  were  quite  impersonal. 


LIP-READING  FOR  THE  DEAF  243 

There  has  been  a  large  importation  of  silk  from  Japan. 
It  was  a  very  imprudent  thing  for  him  to  do. 
It  is  utterly  impossible  for  me  to  do  that. 


com 

(a)     Compare  the  different  parts . 
Commemorate  the  event .  . . 
A  commendable  resolution .  . . 
Receive  a  commission .  .  . 
A  complicated  piece  of  work . 
Comparatively  easy .  . . 
A  few  commonplace  remarks. 
A  complete  failure .  . . 
A  complimentary  remark .  . . 
Comply  with  the  request .  . . 
Compose  the  music .  . . 
A  compound  fracture .  .  . 
Compute  the  interest .  .  . 
A  great  composer .  .  . 
Without  comparison .  . . 
Receive  a  compensation .  . . 
Filled  with  compassion .  . . 
Comprehend  the  meaning .  . . 
A  common  mistake .  . . 
Appoint  a  committee .  . . 
Commercial  value.  . . 
Commit  to  memory. . . 


(b)     They  have  appointed  a  committee  of  three  to   report   on 

the  matter. 

She  combines  the  colors  very  well. 
Will  you  walk  across  the  Common  with  me? 
She  is  on  the  arrangement  committee. 
It  is  not  fair  to  compare  the  two. 
You  must  put  a  comma  in  that  sentence. 


244  THE  MULLER-WALLE  METHOD 

The  work  comprises  many  volumes. 

Can  you  tell  me  who  the  composer  of  that  piece  is? 

You  have  no  reason  to  complain. 

They  will  complete  the  work  very  soon. 

Something  seemed  to  compel  me  to  go. 

My  sister  is  a  competent  housekeeper. 

It  was  comparatively  easy  to  arrange  the  matter. 

At  what  time  did  you  commence  your  lesson? 

I  am  afraid  it  was  a  complete  failure. 


ex 


(a)      An  interesting  experiment .  .  . 
Without  any  exception .  . . 
An  expensive  article .  . . 
Expelled  from  school .  . . 
Explain  the  mistake .  . . 
Explicit  directions .  . . 
Explore  the  land .  .  . 
Altogether  too  extravagant.  . . 
An  excellent  performance .  . . 
A  delightful  excursion .  . . 
From  one  extreme  to  another.  . . 
Learn  by  experience .  . . 
Extensive  preparations.  . . 
An  expedition  to  the  North  Pole. 
Set  an  example .  . . 
Exceedingly  difficult .  . . 
Extremely  interesting .  . . 
Excessively  warm .  . . 
Pass  the  examination .  . . 
Exhaust  the  subject.  . . 
An  extract  from  the  book.  . 


(b)     I  can  go  any  day  except  Thursday. 
The  cost  must  not  exceed  ten  dollars. 


LIP-READING  FOR  THE  DEAF  245 

You  must  set  the  children  a  good  example. 

Did  the  boy  pass  in  his  examinations? 

She  is  very  extravagant. 

They  have  gone  on  an  excursion. 

Have  you  seen  the  exhibition  at  the  Art  Club? 

Did  you  go  to  the  St.  Louis  or  the  Chicago  exposition? 

I  wish  to  send  this  package  by  express. 

Will  you  explain  the  lesson  to  me? 

She  uttered  an  exclamation  of  surprise  when  she  saw 
them. 

We  saw  an  excellent  performance  at  the  theatre  yesterday. 

It  has  been  excessively  warm  this  summer. 

The  lecture  was  extremely  interesting. 

We  had  a  great  deal  of  extra  work  to  do. 

The  boy  was  expelled  from  school  last  year. 

That  is  too  expensive. 

The  comma  and  exclamation  point  are  marks  of  punctua- 
tion. 


dis 

(a)     Disappear  from  view .  . . 
Disapprove  of  the  plan .  . . 
Much  to  my  dismay .  . . 
About  to  be  dismissed .  .  . 
Disbelieve  the  report .  . . 
Discard  the  plan  altogether .  . 
Discontinue  the  subscription . 
Make  a  distinction .  .  . 
An  interesting  discussion .  . . 
Disregard  the  rights  of  others . 
Distribute  the  mail .  . . 
At  a  great  disadvantage . . . 
Discharge  the  servant .  . . 
Sell  at  a  discount.  . . 
In  great  disorder .  . . 
A  wonderful  discovery .  . . 
A  discreet  reply .  . . 


246  THE  MULLER-WALLE  METHOD 

Discriminate  between  the  two .  .  . 
Disobey  the  order .  .  . 
Disbelieve  the  story .  . . 


(b)     That  will  be  a  great  disappointment  to  them. 
Why  did  they  discharge  the  man? 
Why    did     you     discontinue    your    subscription     to    the 

paper? 

When  did  you  discover  the  mistake? 
He  refuses  to  discuss  the  subject  any  more. 
How  do  you  dispose  of  your  old  magazines? 
It  is  hard  to  distinguish  one  shade  from  another  by  this 

poor  light. 

The  room  was  in  great  disorder. 
She  is  dissatisfied  with  the  result  of  the  work. 
The  house  is  quite  a  long  distance  from  the  car-line. 
When  is  the  mail  distributed  at  the  post-office? 
What  do  you  consider  the  most  useful  discovery? 
I  think  we  will  discard  the  plan  altogether. 
I  hope  he  will  not  disappoint  us. 
You  were  at  a  disadvantage  from  the  first. 


en 

(a)     Receive  encouragement .  . . 

Look  it  up  in  the  encyclopedia . 
Enforce  the  law .  . . 
Endeavor  to  do  better .  . . 
Enlarge  the  house .  . . 
An  enjoyable  entertainment .  . 
Beyond  endurance.  . . 
Announce  the  engagement .  .  . 
Engrave  the  silver .  . . 
With  great  enthusiasm .  . . 
An  endless  piece  of  work .  . . 
The  entrance  to  the  building .  . 


THE  LIBRARY 

UNIVERSITY  OF  CALIFORNIA 
LOS  ANGELES 


A     000  387  629     9 

LIP-READING  FOR  THE  DEAF  247 

(b)     The  garden  was  enclosed  by  a  high  wall. 

The  daily  practice  will  enable  you  to  do  better. 

We  must  endeavor  to  finish  the  book  this  evening. 

She  is  very  energetic. 

I  hope  you  will  enjoy  your  trip  to  Switzerland  this  summer. 

They  entertain  a  great  deal. 

Did  you  go  to  the  entertainment  last  evening? 

The  entire  plan  has  been  given  up. 

Has  the  engagement  been  announced? 

They  began  the  work  with  great  enthusiasm. 

The  entrance  to  the  house  is  on  the  other  street. 

They  intend  to  enlarge  their  house  next  year. 

You  are  to  be  envied. 


This  book  is  DUE  on  the  last 
date  stamped  below 


OCT  2  8  1955 


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MAR  7    1973 

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